Parallel paths? Do state and trait math anxiety interact differently with executive functions in explaining math problem solving?

Math anxiety and executive functions both impact mathematical achievement, yet their interaction shows methodological inconsistencies. Building on the theoretical framework of the state-trait discrepancy, this study evaluates these math anxiety dimensions through differentiated conceptual models applied to math problem solving: specifically, mediation for state-math anxiety and moderation for trait-math anxiety. Gender was also included due to its relevance for math anxiety and math problem solving. The sample consisted of 291 Chilean students (169 girls; mean age of 10.54 years). Results showed direct relationships between math anxiety and math problem solving, and replicated performance differences favoring males in math problem solving and state-math anxiety. Working memory mediates the state-math anxiety and math problem solving relationship consistently across genders. Trait-math anxiety moderation was significant only through verbal-working memory, with an additional interaction by gender. This moderation mechanism was exclusive to girls, indicating that a robust verbal-working memory buffered the negative effect of trait-math anxiety on math problem solving. These findings highlighted the importance of distinguishing math anxiety dimensions and underscored verbal working memory as a key target for interventions aimed at improving math problem solving and potentially reducing gender differences related to math anxiety and math problem solving.