Journal articles: 'Math anxiety'

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Tobias, Sheila. "Math Anxiety." Science 237, no. 4822 (September 25, 1987): 1556. http://dx.doi.org/10.1126/science.237.4822.1556.a.

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Beilock, Sian L., and Erin A. Maloney. "Math Anxiety." Policy Insights from the Behavioral and Brain Sciences 2, no. 1 (October 2015): 4–12. http://dx.doi.org/10.1177/2372732215601438.

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The United States is currently not producing enough graduates in science, technology, engineering, and math (STEM) fields to meet the demands of a technology-dependent society. Although there are many efforts in place to improve STEM education in the United States, most notably, President Obama’s Educate to Innovate campaign, these efforts focus mostly on innovating the teaching of math content and less on the role of affective factors in math achievement. Here we discuss a phenomenon known as math anxiety (i.e., negative feelings of tension and fear that many people experience when engaging in math) and the implications math anxiety carries for math success and STEM engagement. We begin by highlighting the most recent findings from research in psychology, education, and neuroscience on math anxiety. We then discuss the consequences of math anxiety as well as likely causes and promising remediations. We suggest that the initiatives currently underway to improve STEM involvement and achievement would benefit from educating current and future teachers, parents, and even students about math anxiety, its causes, consequences, and possibilities for amelioration.

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Royse, David, and Elizabeth Lewis Rompf. "Math Anxiety." Journal of Social Work Education 28, no. 3 (October 1992): 270–77. http://dx.doi.org/10.1080/10437797.1992.10778780.

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Evens, Aden. "MATH ANXIETY." Angelaki 5, no. 3 (December 2000): 105–15. http://dx.doi.org/10.1080/09697250020034788.

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TOBIAS, S. "Math Anxiety." Science 237, no. 4822 (September 25, 1987): 1556. http://dx.doi.org/10.1126/science.237.4822.1556.

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Silva Gusmão, Anderson, Anderson Cleyton Felipe Gaudêncio, João Bonifácio da Silva Júnior, and Robson Nestor Felipe Gaudêncio. "MATH ANXIETY." Journal of Interdisciplinary Debates 5, no. 02 (May 23, 2024): 01–16. http://dx.doi.org/10.51249/jid.v5i02.2063.

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Mathematics anxiety has been the subject of growing academic interest, as it can significantly impact academic performance and individuals’ relationship with mathematical content throughout their lives. This narrative review aims to understand the conceptual evolution, causes and possible interventions associated with mathematics anxiety. Using a bibliographic methodology, articles, books and reports published in renowned academic databases were analyzed. As the main theoretical framework, the cognitive-behavioral perspective was adopted, which understands mathematical anxiety as a result of interactions between cognitive, behavioral and environmental processes. The results point to a multifaceted understanding of the phenomenon, highlighting not only individual factors, such as self-efficacy and past experiences, but also external factors, such as teaching methods and teachers’ attitudes. Interventions aimed at reducing mathematics anxiety have focused on both pedagogical strategies and psychotherapeutic approaches, demonstrating the need for an interdisciplinary approach to tackle the problem. This work contributes to the literature by consolidating dispersed knowledge and indicating future paths for educational research and practice.

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Stuart, Vanessa. "Math Curse or Math Anxiety?" Teaching Children Mathematics 6, no. 5 (January 2000): 330–35. http://dx.doi.org/10.5951/tcm.6.5.0330.

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R. Martinez, Joseph G. "Preventing Math Anxiety." Academic Therapy 23, no. 2 (November 1987): 117–25. http://dx.doi.org/10.1177/105345128702300201.

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Adams, Colin. "Overcoming math anxiety." Mathematical Intelligencer 23, no. 1 (December 2001): 49–50. http://dx.doi.org/10.1007/bf03024518.

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Ashcraft, Mark H., and Jeremy A. Krause. "Working memory, math performance, and math anxiety." Psychonomic Bulletin & Review 14, no. 2 (April 2007): 243–48. http://dx.doi.org/10.3758/bf03194059.

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Zhang, Kaiming. "Intergenerational Transmission of Math anxiety: Discussion About Research of Parents’ and Children’s Math Anxiety." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1776–81. http://dx.doi.org/10.54097/ehss.v8i.4582.

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Math is an abstract and challenging subject, so students may have math anxiety when studying math. Math anxiety might be transmitted intergenerationally. This article discusses research on math anxiety’s intergenerational transmission in three aspects. The first aspect is the factors of parents influencing children’s math anxiety levels. These factors are parents’ math anxiety, intelligence mindset, parent-child relationships, and parental educational involvement. The second aspect is the influence of parental math anxiety on children. Parental anxiety can influence children’s math anxiety, math outcomes, and how much math they learn, and it can affect children as early as kindergarten age. The third aspect is the methods and interventions reducing children’s math anxiety and improving outcomes. Stopping parents with high math anxiety levels, using math applications involving interaction between parents and children, changing fixed mindset to growth mindset, and doing mindfulness are all interventions that can help reduce children’s math anxiety. In conclusion, the intergenerational transmission of math anxiety is critical and represented by factors of parents influencing children’s math anxiety level and the influence of parental math anxiety on children. Parents should use appropriate ways to reduce their children’s math anxiety. Further research should focus on the cause-and-effect relationship between parents’ math anxiety and children.

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Oda, Satoshi, Chiaki Konishi, Takashi Oba, Tracy K. Y. Wong, Xiaoxue Kong, and Chloe St Onge-Shank. "Students’ Math Self-Concept, Math Anxiety, and Math Achievement: The Moderating Role of Teacher Support." Journal of Education and Development 5, no. 1 (March 4, 2021): 45. http://dx.doi.org/10.20849/jed.v5i1.866.

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This study explored the moderating roles of teacher instrumental and emotional support on the association between students’ math anxiety/math self-concept and math achievement. Participants included 21,544 Canadian students aged 15 years (10,943 girls) who participated in the 2012 Program for International Student Assessment. Results indicated that instrument support and emotional support were positively associated with math achievement. A significant moderation effect was evident between instrumental support and math anxiety; higher levels of instrumental support were associated with higher math achievement at low levels of math anxiety. Emotional support did not interact with math anxiety or math self-concept. The present findings highlight the importance to consider not only individual factors (i.e., math anxiety and math self-concept) but also the role of teacher support in supporting math achievement.

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Luttenberger, Silke, Sigrid Wimmer, and Manuela Paechter. "Spotlight on math anxiety." Psychology Research and Behavior Management Volume 11 (August 2018): 311–22. http://dx.doi.org/10.2147/prbm.s141421.

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Dudley, B., James F. Blake, H. J. Hunter, and Sheila Tobias. "Math Anxiety and Physics." Physics Today 38, no. 9 (September 1985): 15–110. http://dx.doi.org/10.1063/1.2814686.

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Werner, Barry. "Math Anxiety and Physics." Physics Today 39, no. 4 (April 1986): 95. http://dx.doi.org/10.1063/1.2814990.

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Yater, Jane, Beth Thacker, Elizabeth K. Horvath, James F. Blake, Claude Kacser, and Stewart E. Brekke. "Math Anxiety and Physics." Physics Today 39, no. 8 (August 1986): 15–74. http://dx.doi.org/10.1063/1.2815116.

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Corcoran, Elizabeth, and Paul Wallich. "Coping with Math Anxiety." Scientific American 266, no. 1 (January 1992): 142. http://dx.doi.org/10.1038/scientificamerican0192-142.

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Tobias, Sheila. "Math Anxiety: An Update." NACADA Journal 10, no. 1 (March 1, 1990): 47–50. http://dx.doi.org/10.12930/0271-9517-10.1.47.

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As reported in Overcoming Math Anxiety 1978, 1980, in 600 interviews with college-age and older returning students, Tobias found three significant variables in her subjects' inability to do college-level mathematics: fear of mathematics, the conviction that mathematics is a white male domain, and the conviction that one is either good in mathematics or in language arts but never both. The students' absence of coping skills in dealing with mathematics classes and with their own anxieties appeared to be the main barrier to their attempting mathematics one more time. Subsequently, Tobias focused her research on entering college students. Her second book, Succeed With Math: Every Student's Guide to Conquering Math Anxiety 1987, was commissioned by The College Board. What follows is a selection of excerpts from that book, reconfigured for the use of counselors and advisors.

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Shirvani, Hosin. "Math Anxiety and Math Teaching Anxiety Among College Students with Different Majors." International Journal of Science, Mathematics and Technology Learning 19, no. 1 (2013): 11–18. http://dx.doi.org/10.18848/2327-7971/cgp/v19i01/49027.

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Maloney, Erin A., Gerardo Ramirez, Elizabeth A. Gunderson, Susan C. Levine, and Sian L. Beilock. "Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety." Psychological Science 26, no. 9 (August 7, 2015): 1480–88. http://dx.doi.org/10.1177/0956797615592630.

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Cipolletti, Marianne. "The Relationship Between Math Exposure and Math Anxiety." Psi Chi Journal of Psychological Research 8, no. 2 (2003): 75–80. http://dx.doi.org/10.24839/1089-4136.jn8.2.75.

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Beilock, Sian L., Elizabeth A. Gunderson, Gerardo Ramirez, and Susan C. Levine. "Female teachers’ math anxiety affects girls’ math achievement." Proceedings of the National Academy of Sciences 107, no. 5 (January 25, 2010): 1860–63. http://dx.doi.org/10.1073/pnas.0910967107.

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People’s fear and anxiety about doing math—over and above actual math ability—can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers’ anxieties relate to girls’ math achievement via girls’ beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers’ classrooms was also assessed. There was no relation between a teacher’s math anxiety and her students’ math achievement at the beginning of the school year. By the school year’s end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that “boys are good at math, and girls are good at reading” and the lower these girls’ math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers’ math anxiety carries consequences for girls’ math achievement by influencing girls’ beliefs about who is good at math.

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Stodolsky, Susan S. "Telling Math: Origins of Math Aversion and Anxiety." Educational Psychologist 20, no. 3 (June 1985): 125–33. http://dx.doi.org/10.1207/s15326985ep2003_2.

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Tarkar, Aditi, Brandie Matalka, Macey Cartwright, and Heidi Kloos. "Student-Guided Math Practice in Elementary School: Relation among Math Anxiety, Emotional Self-Efficacy, and Children’s Choices When Practicing Math." Education Sciences 12, no. 9 (September 9, 2022): 611. http://dx.doi.org/10.3390/educsci12090611.

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In the current study, we explored math anxiety in the context of a special kind of math practice, one that allowed for some flexibility on the part of the students. Such student-guided math practice is conducive to exploring how math anxiety relates to children’s day-to-day experiences with math, potentially yielding insights into math anxiety that would not be available otherwise. Students in Grades 3 and 4 (N = 26) could choose math problems that were below, at, or above their proficiency level. They also completed a math-anxiety survey and an emotional self-efficacy survey. Descriptive results revealed that math anxiety was implicated in two negative outcomes of math practice: children’s tendency to avoid challenging math problems and children’s relatively low success rate when working on class-level math. Finding that math anxiety relates to several negative experiences could explain why math anxiety can persist. Importantly, results show that emotional self-efficacy plays a role in both children’s willingness to challenge themselves and their success rate. This adds to the ongoing discussion on whether emotional self-efficacy can compensate for the negative effects of math anxiety.

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Foley, Alana E., Julianne B. Herts, Francesca Borgonovi, Sonia Guerriero, Susan C. Levine, and Sian L. Beilock. "The Math Anxiety-Performance Link." Current Directions in Psychological Science 26, no. 1 (February 2017): 52–58. http://dx.doi.org/10.1177/0963721416672463.

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Demand for science, technology, engineering, and mathematics (STEM) professionals is on the rise worldwide. To effectively meet this demand, many governments and private organizations have revamped STEM education and promoted training to enhance math and science skills among students and workers. Education and training programs typically focus on increasing individuals’ math and science knowledge. However, data from laboratory studies and large-scale international assessments suggest that fear or apprehension about math, math anxiety, should also be considered when trying to increase math achievement and, in turn, STEM career success. This article reviews findings that shed light on antecedents of math anxiety, the bidirectional math anxiety-performance relation, underlying mechanisms, and promising routes to mitigating the negative relation between math anxiety and math performance.

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Xin, Ziqiang, Huiwen Xiao, and Gege Lin. "Math Anxiety and Financial Anxiety Predicting Individuals’ Financial Management Behavior." Depression and Anxiety 2023 (June 2, 2023): 1–10. http://dx.doi.org/10.1155/2023/3131631.

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Background. In managing finances, people need to process various financial texts containing math (e.g., amount of money and mathematical concepts) and financial information (e.g., funds and bonds). Such information could trigger anxiety related to math and finance; however, previous literature has rarely investigated the prediction role of contextual anxiety on financial management behavior. Therefore, the current study examined how math anxiety and financial anxiety are related to individuals’ financial management behavior assessed by self-report and objective observation, respectively. Methods. Study 1 investigated 186 employees with the math anxiety scale, financial anxiety scale, and financial management behavior scale to explore how math anxiety and financial anxiety predicted financial management behavior. Study 2 used a “choice/no choice” paradigm to observe how the high ( n = 50 ) and low ( n = 53 ) financial anxiety groups chose (or avoided) between a math task and a finance task (as a measurement of financial avoidance). Results. Study 1 showed that financial anxiety fully mediated the negative relationship between math anxiety and financial management behavior and the mediating effect size was −0.24, 95 % CI = − 0.34 , − 0.16 . And compared to math anxiety ( r = − 0.24 , p < 0.01 ), financial anxiety ( r = − 0.45 , p < 0.01 ) was a stronger negative predictor of financial management behavior. Study 2 revealed that, compared to people with low financial anxiety, those with high financial anxiety were 2.75 times more likely to choose financial avoidance. Conclusions. People’s financial management behavior can be predicted by financial anxiety and math anxiety (especially the former), and the two types of anxiety seem to derive more from an irrational self-perception rather than actual ability. So, reducing financial anxiety and math anxiety should come first to motivate people to manage finances.

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Schnell, Kerstin, Ana Nanette Tibubos, Sonja Rohrmann, and Volker Hodapp. "Test and Math Anxiety: A Validation of the German Test Anxiety Questionnaire." Polish Psychological Bulletin 44, no. 2 (June 1, 2013): 193–200. http://dx.doi.org/10.2478/ppb-2013-0022.

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Abstract The present study investigated the construct validity of the Test Anxiety Questionnaire (Prüfungsangstfragebogen PAF; Hodapp, Rohrmann, & Ringeisen, 2011), a revised and shortened version of the German Test Anxiety Inventory (TAI-G), by comparing it with math anxiety. A sample of German fifth- and sixth-grade students (N = 79; 61 % male) was analyzed. Math anxiety was measured by a German adaptation of the Math Anxiety Questionnaire (Fragebogen für Rechenangst FRA; Krinzinger et al., 2007). A significant but moderate correlation between test anxiety and math anxiety was found. In regression analyses, math anxiety predicted math performance whereas test anxiety explained additional variance for both math and overall performance. It can be concluded that math and test anxiety have overlaps, but do not constitute the same construct. Thus, the results support the construct validity of the PAF indicating its usefulness in practical application.

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Szczygieł, Monika. "When does math anxiety in parents and teachers predict math anxiety and math achievement in elementary school children? The role of gender and grade year." Social Psychology of Education 23, no. 4 (June 12, 2020): 1023–54. http://dx.doi.org/10.1007/s11218-020-09570-2.

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Abstract The study investigated the relationship between math anxiety in parents and teachers and math anxiety and math achievement in first- to third-grade children. The results indicate that math anxiety in fathers (but not mothers and teachers) is associated with math anxiety in first-grade children and third-grade girls. Math anxiety in mothers and teachers (but not fathers) explains the level of math achievement in third-grade children. The research results indicate the importance of adults in shaping pupils’ math anxiety and math achievement, but these relationships vary depending on gender and the grade year. The obtained outcomes generally suggest that adults’ math anxiety is not a social source of children’s math anxiety, but it can be considered a source of low math achievement among children in the final grade of early school education.

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Daches Cohen, Lital, Nachshon Korem, and Orly Rubinsten. "Math Anxiety Is Related to Math Difficulties and Composed of Emotion Regulation and Anxiety Predisposition: A Network Analysis Study." Brain Sciences 11, no. 12 (December 5, 2021): 1609. http://dx.doi.org/10.3390/brainsci11121609.

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Current evidence suggests emotion regulation is an important factor in both math anxiety and math performance, but the interplay between these constructs is unexamined. Given the multicomponent structure of math anxiety, emotion regulation, and math performance, here, we aimed to provide a comprehensive model of the underlying nature of the links between these latent variables. Using the innovative network analysis approach, the study visualized the underlying links between directly observable and measurable variables that might be masked by traditional statistical approaches. One hundred and seventeen adults completed a battery of tests and questionnaires on math anxiety, emotion regulation, and math performance. The results revealed: (1) state math anxiety (the emotional experience in math-related situations), rather than trait math anxiety, was linked to anxiety predisposition, subjective valence of math information, and difficulties in emotion regulation; (2) the link between state math anxiety and math performance partialed out the link between trait math anxiety and performance. The study innovatively demonstrates the need to differentiate between traits and tendencies to the actual emotional experience and emotion regulation used in math anxiety. The results have important implications for the theoretical understanding of math anxiety and future discussions and work in the field.

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DePascale, Mary, Lucas Payne Butler, and Geetha B. Ramani. "The relation between math anxiety and play behaviors in 4- to 6-year-old children." Journal of Numerical Cognition 9, no. 1 (March 31, 2023): 89–106. http://dx.doi.org/10.5964/jnc.9721.

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From a young age, children’s math achievement is influenced by individual factors, such as math anxiety. While math anxiety has been linked to math avoidance, few studies have explored this link in young children, particularly in the context of play. Because play-based instruction is commonly used for math in early childhood classrooms, understanding the impact of math anxiety on children’s engagement in math-related play may have important implications for children’s early math learning. The current study examined the role of children’s math anxiety in their persistence and exploration during a math toy play task. We observed wide variability in children’s play behaviors, finding that children’s actions during play did not relate to their math anxiety, but their talk related to math while playing with the toy did. There are also age and gender differences in math anxiety, school experience, and reasoning about the toy play task. These results suggest that math anxiety may influence certain aspects of children’s engagement in math-related play, and that more research is needed to consider links between math anxiety and math avoidance in young children.

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Ramirez, Gerardo, Sophia Yang Hooper, Nicole B. Kersting, Ronald Ferguson, and David Yeager. "Teacher Math Anxiety Relates to Adolescent Students’ Math Achievement." AERA Open 4, no. 1 (February 2018): 233285841875605. http://dx.doi.org/10.1177/2332858418756052.

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Elementary school teachers’ math anxiety has been found to play a role in their students’ math achievement. The current study addresses the role of teacher math anxiety on ninth-grade students’ math achievement and the mediating factors underlying this relationship. Using data from the National Mindset Study, we find that higher teacher math anxiety is associated with lower math achievement. This relationship is partially mediated by the students’ perception that their teacher believes not everyone can be good at math and is not explainable by teachers’ usable knowledge to teach mathematics. In subsequent analyses, we find that higher teacher math anxiety relates to a reduction in process-oriented (as opposed to ability-oriented) teaching practices, which in turn predict students’ perception of teacher mindset. We argue that math anxious teachers and their use of particular teaching strategies have the potential to shape students’ math achievement and their perceptions of what their teacher believes about math.

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Sammallahti, Ellen, Jonatan Finell, Bert Jonsson, and Johan Korhonen. "A meta-analysis of math anxiety interventions." Journal of Numerical Cognition 9, no. 2 (July 31, 2023): 346–62. http://dx.doi.org/10.5964/jnc.8401.

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The experience of math anxiety can have detrimental effects on students’ math performance, and researchers have in recent years tried to design interventions aiming at reducing math anxiety. This meta-analysis aimed to examine the effectiveness of math anxiety interventions in reducing math anxiety and improving math performance. The meta-analysis comprised 50 studies and included 75 effect sizes. On average, the effect sizes were moderate (g = -0.467) for reducing math anxiety and improving math performance (g = 0.502). Interventions that focused on Cognitive support or regulating Emotions were effective both in reducing math anxiety and improving math performance. In addition, longer interventions and interventions targeting students older than 12 had the biggest decrease in math anxiety. Study quality was not related to intervention outcomes.

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Kim, Rina. "Longitudinal Study of Math-Anxiety in First Grade Elementary Students." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 8 (April 30, 2024): 419–31. http://dx.doi.org/10.22251/jlcci.2024.24.8.419.

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Objectives The purpose of the study in to investigate the state of math-anxiety in first-grade elementary school students and the causes. Methods I conducted a longitudinal study on math-anxiety on 380 first-grade elementary school students from March 2022 to February 2024. Students' level of math-anxiety was investigated three times using the math-anxiety survey items, and the cause of math-anxiety was confirmed through follow-up interviews. Results Most first grade elementary school students who participated in this study had no or low math-anxiety, but there were a small number of students with high math-anxiety. In particular, math-anxiety was highest at the beginning of first grade. Students most frequently cited concerns about failing in mathematics learning as a cause of fear. Conclusions The finding that math-anxiety is highest at the beginning of first grade suggests that students feel more anxious when faced with math tasks they find difficult before they have adapted to new mathematics learning situations. The results of this study are expected to help understand math -anxiety in elementary school students and develop teaching methods to prevent math-anxiety in students.

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Ganley, Colleen M., Robert C. Schoen, Mark LaVenia, and Amanda M. Tazaz. "The Construct Validation of the Math Anxiety Scale for Teachers." AERA Open 5, no. 1 (January 2019): 233285841983970. http://dx.doi.org/10.1177/2332858419839702.

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Past research indicates that teacher math anxiety is related to student outcomes and can be decreased through intervention. However, there is little research on this topic, partially due to a lack of math anxiety measures validated for use with practicing teachers. In this study of 399 elementary school teachers, we report on the construct validation of the Math Anxiety Scale for Teachers. Factor analyses support a distinction between components of general math anxiety and anxiety about teaching math. Math anxiety scores correlate with other teacher characteristics in expected ways: higher math anxiety is associated with lower mathematical knowledge for teaching, more traditional beliefs about math teaching and learning, being a lower elementary school teacher, and a lack of math-specific teaching credentials. The 15-item Math Anxiety Scale for Teachers can be administered efficiently in large-scale studies and may support advances in research exploring relations among practicing teachers’ math anxiety, instruction, and student learning.

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Kelly, Stephanie, Stephen M. Croucher, Kyung Yong Kim, Tatiana Permyakova, Elira Turdubaeva, Kenneth T. Rocker, Nadirabegim Eskiçorapçı, Gulzada Stanalieva, Bakyt Orunbekov, and Sucharat Rimkeeratikul. "A General Math Anxiety Measure." Education Sciences 12, no. 6 (May 25, 2022): 370. http://dx.doi.org/10.3390/educsci12060370.

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Math anxiety is a psychological burden that can hinder individuals across their lifetimes. However, the current literature lacks a valid measure of math anxiety that can be used across instructional modalities and among non-student populations. As such, it is difficult to assess math anxiety in virtual learning environments, track math anxiety across lifetimes, or determine the utility of math anxiety inoculations for non-student populations. This study presents a validity portfolio for a generalized math anxiety measure that can be used across teaching modalities, across lifetimes, and is simple enough to be used cross-culturally. The measure yielded evidence of validity when used in all tested samples: the United States (student and non-student samples), New Zealand (student and non-student samples), Kyrgyzstan (non-student sample), Turkey (non-student sample), Russia (non-student sample), and Thailand (non-student sample). The data support the use of the new math anxiety measure free of context.

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Choe, Kyoung Whan, Jalisha B. Jenifer, Christopher S. Rozek, Marc G. Berman, and Sian L. Beilock. "Calculated avoidance: Math anxiety predicts math avoidance in effort-based decision-making." Science Advances 5, no. 11 (November 2019): eaay1062. http://dx.doi.org/10.1126/sciadv.aay1062.

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Math anxiety—negative feelings toward math—is hypothesized to be associated with the avoidance of math-related activities such as taking math courses and pursuing STEM careers. However, there is little experimental evidence for the math anxiety-avoidance link. Such evidence is important for formulating how to break this relationship. We hypothesize that math avoidance emerges when one perceives the costs of effortful math engagement to outweigh its benefits and that this perception depends on individual differences in math anxiety. To test this hypothesis, we developed an effort-based decision-making task in which participants chose between solving easy, low-reward problems and hard, high-reward problems in both math and nonmath contexts. Higher levels of math anxiety were associated with a tendency to select easier, low-reward problems over harder, high-reward math (but not word) problems. Addressing this robust math anxiety-avoidance link has the potential to increase interest and success in STEM fields.

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Ganley, Colleen M., Rachel A. Conlon, Amanda L. McGraw, Connie Barroso, and Elyssa A. Geer. "The effect of brief anxiety interventions on reported anxiety and math test performance." Journal of Numerical Cognition 7, no. 1 (March 31, 2021): 4–19. http://dx.doi.org/10.5964/jnc.6065.

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Research suggests that math and test anxiety have detrimental impacts on performance in math. To prevent these effects, a number of interventions have been developed, but these interventions have not been extensively tested. In the current study, we examine whether four brief anxiety interventions reduce state anxiety and/or increase math performance. We also examine whether any of the interventions weaken the relation between math or test anxiety and math performance. Participants were 300 college students varying in math and test anxiety levels. Participants were randomly assigned to one of four single-session interventions, which each took 5 minutes or less (reappraisal as challenge, reappraisal as excitement, expressive writing, and look ahead), or a no intervention control group. Results generally show that none of the interventions had an effect on reports of state anxiety or performance on a difficult math assessment, with the exception that students in the expressive writing condition reported higher levels of state anxiety. None of the interventions served to attenuate the relation between math or test anxiety and math performance. These findings were not consistent with results of previous work, and suggest that interventions may need to be more extensive in order to have an effect on state anxiety and math performance.

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Song, Seowon, Tianyu Li, Michaela Quintero, and Zhe Wang. "The link between math anxiety and math achievement: The role of afterschool learning." Journal of Numerical Cognition 9, no. 3 (November 30, 2023): 418–32. http://dx.doi.org/10.5964/jnc.11325.

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The present study tested the learning avoidance model by examining the degree to which learning avoidance in various afterschool settings mediated the negative association between math anxiety and math achievement. Participants consisted of 207 third to sixth graders. Using a path model, findings showed that students’ math anxiety was negatively associated with both standardized math achievement test scores and parent-reported math school grades. Additionally, higher math anxiety was associated with more negative homework behaviors and less frequent participation in math-related extracurricular activities. Finally, the association between math anxiety and math achievement was partially mediated by negative math homework behaviors and participation in math extracurricular activities. Effort in math exam preparation did not contribute to explaining the association between math anxiety and math achievement. Overall, these findings support the learning avoidance model and suggest that avoidance behaviors in everyday learning in the afterschool setting may contribute to explaining the undesired math achievement among highly math anxious students.

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Herawati, Mutia, Abdul Muhid, and Asep Saepul Hamdani. "Self-Efficacy, Social Support, Academic Flow, and Math Anxiety among Islamic Senior High School Students." Psympathic : Jurnal Ilmiah Psikologi 7, no. 2 (January 3, 2021): 315–26. http://dx.doi.org/10.15575/psy.v7i2.8474.

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Math anxiety is a crucial problem experienced by almost all students. Due to the math anxiety affects the decreasing of mathematics achievement, many educators and researchers focused to overcome the math anxiety. The purpose of this study is to empirically examine the effects of math self-efficacy, social support, and academic flow on math anxiety. This research used a quantitative approach, by using psychological scales survey as a data collection. The participants of this study were 167 students which were collected using quota sampling technique at two high schools. The results show that there was a simultaneous significant negative effect of math self-efficacy, social support, and academic flow toward math anxiety. In addition, the partial analysis shows that there is no significant effect between math self-efficacy and math anxiety. While social support and academic flow have a significant effect on math anxiety. Thus, social support and academic flow can be used as strong predictors of math anxiety.

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Harris, Piper J., and Sandra Graham. "Math Anxiety, Achievement and Perceptions of Same-Ethnic Peers in Math Class." Journal of Educational and Developmental Psychology 14, no. 1 (November 29, 2023): 23. http://dx.doi.org/10.5539/jedp.v14n1p23.

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Using multiple linear regression analysis, this research explores racially and ethnically diverse students’ feelings of math anxiety, how these beliefs shape their achievement in the subject, and whether students’ math anxiety and performance in mathematics vary based on students’ gender, race/ethnicity, and math level. Moreover, this study investigated the potential protective functions of perceiving a high proportion of same-ethnic peers in math class for buffering against the detrimental effects of high math anxiety on achievement. Results showed that when African American students reported a high level of math anxiety, their math grades were lower when they also perceived there to be a high proportion of same-ethnic peers in their math course compared to White students with similar levels of math anxiety and perceptions of same-ethnic peers. These results suggest that the effects of classroom same-ethnic representation for students’ academic outcomes are more nuanced than labeling it as a “protective” factor. Other contextual factors may influence the relationship between math anxiety, perceived same-ethnic representation in math class, and achievement and should be explored in future research.

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Commodari, Elena, and Valentina Lucia La Rosa. "General academic anxiety and math anxiety in primary school. The impact of math anxiety on calculation skills." Acta Psychologica 220 (October 2021): 103413. http://dx.doi.org/10.1016/j.actpsy.2021.103413.

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Hart, Sara Ann, and Colleen Marie Ganley. "The nature of math anxiety in adults: Prevalence and correlates." Journal of Numerical Cognition 5, no. 2 (August 22, 2019): 122–39. http://dx.doi.org/10.5964/jnc.v5i2.195.

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It is important to understand the nature of math anxiety in the general adult population, as the importance of math skills does not end when one leaves school. To this end, we present a well-powered, preregistered study of English-speaking U.S. adults describing the nature of math anxiety in this population. 1000 participants were recruited online. Math anxiety was approximately normally distributed, with the mean between “some” and “moderate”. Math anxiety was significantly negatively correlated with probability knowledge and math fluency, and significantly positively correlated with general anxiety and test anxiety. Women reported higher math anxiety than did men. Participants who had completed graduate school or had a STEM career had significantly lower levels of math anxiety than did those with less education, or non-STEM careers. Thus, we see evidence for math anxiety in U.S. adults and that it correlates with factors also reported in previous studies using younger and student populations.

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Tomigolung, Saskia, and Sonya F Tauran. "Analisis Terhadap Math Anxiety Siswa SMP berdasarkan Gender pada Masa Pandemi Covid-19." Jurnal Padegogik 4, no. 2 (July 29, 2021): 52–59. http://dx.doi.org/10.35974/jpd.v4i2.2538.

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Penelitian ini bertujuan untuk mengetahui bagaimana Math Anxiety siswa berdasarkan gender pada masa pandemi covid-19. Responden dari penelitian ini adalah 200 orang siswa di SMP Advent Unklab Airmadidi Manado. Teknik pengumpulan data yaitu dengan angket Math anxiety. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif. Hasil penelitian menunjukkan bahwa rata-rata math anxiety siswa laki-laki sebesar 60,20 % sedangkan rata-rata math anxiety siswa perempuan sebesar 58,92 %. Hasil penelitian juga menunjukkan bahwa math anxiety siswa laki- tidak lebih tinggi atau sama dengan math anxiety siswa perempuan. Aspek-aspek math anxiety yaitu aspek kognitif, afektif, psikomotorik dan somatis siswa laki-laki tidak lebih tinggi atau sama dengan siswa perempuan.

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Rismayana, Muh Dinar, and Ilham Minggi. "Description of students Mathematical anxiety based on the students’ mathematics ability." ARRUS Journal of Mathematics and Applied Science 1, no. 1 (September 6, 2021): 33–42. http://dx.doi.org/10.35877/mathscience555.

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This study aims to see how the descriptions of anxiety student data are viewed from the level of students' mathematical abilities and is there a relationship between students 'math anxiety and the level of students' math abilities. This type of research uses quantitative methods to determine whether there is a relationship between students 'math anxiety and the level of students' mathematical abilities and qualitative methods to describe the characteristics of mathematics learning anxiety in terms of students' mathematical abilities. The subjects of this study were 3 students, namely one student with low math ability, one student with moderate math ability, and one student with high math ability. The research instrument consisted of a math ability test, an anxiety questionnaire and an interview guide. The level of math ability is categorized using standard deviation. The results showed that: In general, there is no relationship between students 'math anxiety level and students' math abilities in class XI IPA 2, however, some special cases show that there are children who have math anxiety in each category of math ability level (1) Students with low math abilities always experience symptoms of math anxiety because of low self-confidence, poor mastery of mathematical concepts, negative attitudes towards mathematics and passive (2) Students with moderate math abilities often experience math anxiety due to a high fear of mistakes, lack of mastery of mathematical concepts, perception of mathematics is difficult, and passive (3) Students with mathematical abilities rarely experience mathematics because the anxiety they experience is something that everyone naturally feels.

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Ahmed, Wondimu, Alexander Minnaert, Hans Kuyper, and Greetje van der Werf. "Reciprocal relationships between math self-concept and math anxiety." Learning and Individual Differences 22, no. 3 (June 2012): 385–89. http://dx.doi.org/10.1016/j.lindif.2011.12.004.

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Anbar, Nagham, Lavinia Cheie, and Laura Visu-Petra. "Math Anxiety, Math Achievement and Gender Differences among Primary School Children and their Parents from Palestine." International Journal of Learning, Teaching and Educational Research 21, no. 8 (August 30, 2022): 326–34. http://dx.doi.org/10.26803/ijlter.21.8.19.

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This study explored the math anxiety (MA) level and math achievement of primary school children and the association of these variables to their gender differences and parents’ math anxiety. Also, we investigated the potential interaction between child MA and parental variables on child math outcomes. The sample consisted of 230 students in the 3rd and 4th grades (Mean age = 8.9; SD =.59), including one parent for each child. The Scale for Early Math Anxiety, The Mathematics Anxiety Rating Scale, The Children Test Anxiety Scale and the parental involvement survey was used for data collection. Palestinian children reported lower levels of MA compared to previous research, and the expected negative relation between students’ MA and their math achievements was confirmed. Girls reported higher levels of both MA and test anxiety than boys. A positive correlation was found between mothers’ MA and daughters’ MA, while no association between fathers’ MA and sons’ MA was found. Moreover, child MA, parental MA and trait anxiety were found to significantly predict children’s math achievement. This study contributed to a better understanding of some factors affecting mathematics achievements and future career orientations, such as Math anxiety, Test anxiety, and possible gender differences. We suggest implementing new strategies to reduce math anxiety, improve math achievement, and enhance females' contribution to math-related fields in the Palestinian community.

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Lyons, Ian M., and Sian L. Beilock. "Mathematics Anxiety: Separating the Math from the Anxiety." Cerebral Cortex 22, no. 9 (October 20, 2011): 2102–10. http://dx.doi.org/10.1093/cercor/bhr289.

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Megreya, Ahmed M., and Ahmed A. Al-Emadi. "The impacts of math anxiety, science anxiety, and gender on arts versus sciences choices in Qatari secondary schools." PeerJ 11 (January 9, 2023): e14510. http://dx.doi.org/10.7717/peerj.14510.

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Previous studies showed small-to-moderate associations between students’ performances in math and science and math anxiety and science anxiety, respectively. Accordingly, the high prevalence of these two forms of topic anxiety represent severe obstructions to the worldwide demand calling for improving the quality of math and science achievements and, subsequently, increasing career success in science, technology, engineering, and math (STEM) domains. Therefore, this study examined math anxiety and science anxiety among female and male students who were enrolled in Sciences vs Arts tracks in Grades 11 and 12 in a Middle Eastern Arabic-speaking country (Qatar), and investigated how gender, math anxiety and science anxiety could predict this enrollment. Results showed that students in the Arts track experienced higher levels of math anxiety and science anxiety than those in the Sciences track, regardless of the students’ gender. However, a binary logistic regression analysis showed that science learning anxiety, but not evaluation science anxiety nor math learning or evaluation anxieties, significantly predicts students’ enrollment in Arts and Sciences tracks. Therefore, STEM career success is associated with good knowledge of STEM domains and positive emotions towards math and science.

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Connor, Bridget. "Service-Learning and Math Anxiety." International Journal of Learning: Annual Review 15, no. 3 (2008): 305–12. http://dx.doi.org/10.18848/1447-9494/cgp/v15i03/45687.

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Segal, Sanford L. "Is Female Math Anxiety Real?" Science 237, no. 4813 (July 24, 1987): 350. http://dx.doi.org/10.1126/science.237.4813.350.b.

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Journal articles on the topic 'Math anxiety'

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