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Xie Y, Lan X, Tang L. Gender differences in mathematics anxiety: A meta-analysis of Chinese children. Acta Psychol (Amst) 2024; 248:104373. [PMID: 38917717 DOI: 10.1016/j.actpsy.2024.104373] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2024] [Revised: 06/17/2024] [Accepted: 06/19/2024] [Indexed: 06/27/2024] Open
Abstract
Mathematics anxiety (MA) is a widespread phenomenon that affects an individual's learning of mathematics. MA between different genders has been of great interest to researchers. Meta-analysis was used to examine the relationship between MA and gender in Chinese children, along with the influencing factors. After literature search and screening, 83 papers and 91 independent samples met the inclusion criteria. The results of the main effect test of the random effect model revealed a correlation of significant levels between MA and gender, r = -0.131, 95%CI [-0.158, -0.105], Z = -9.508, and p < 0.001. Girls had higher MA than boys. The outcomes of the moderating effect test indicated that the moderating effect of age, economic region and measurement instrument in the relationship between MA and gender was significant. But the moderating effect of period was not significant. Specifically, gender differences in MA were greater at the middle school compared to the elementary school. And the greatest correlation between children's MA and gender was in the western region. The gender difference of MA measured by different instruments varied.
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Affiliation(s)
- Yuntian Xie
- Department of Applied Psychology, Changsha Normal University, Changsha, China.
| | - Xingyang Lan
- Department of Applied Psychology, Changsha Normal University, Changsha, China
| | - Lu Tang
- Department of Applied Psychology, Changsha Normal University, Changsha, China
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2
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Shek DTL, Leung KH, Li X, Dou D, Zhu X. How does family functioning contribute to academic-related outcomes of Chinese adolescents: the mediating role of spirituality. Front Psychol 2024; 15:1357473. [PMID: 38895494 PMCID: PMC11184208 DOI: 10.3389/fpsyg.2024.1357473] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2023] [Accepted: 05/22/2024] [Indexed: 06/21/2024] Open
Abstract
While family functioning is crucial to adolescent developmental outcomes, the mediating role of spirituality in the relationship between family functioning and academic-related outcomes of adolescents has been sparsely explored, particularly in non-Western contexts. To address this gap, based on a short-term longitudinal study, we examined the influence of family functioning on the academic values and academic anxiety of 4,981 Chinese adolescents in Sichuan, China, with spirituality as the mediator. We gathered data from students aged 11 and above at Wave 1 and at six months later (Wave 2). Analysis utilizing structural equation modeling indicated that prior family functioning positively and negatively predicted subsequent academic values and academic anxiety respectively, with spirituality as a significant mediator. Theoretically, this study helps to build up a conceptual model on how family functioning and spirituality of adolescents shape academic values and academic anxiety of adolescents. Practically, the present findings highlight the significance of enhancing family functioning and adolescent spirituality to help adolescents strive for academic success.
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Affiliation(s)
- Daniel T. L. Shek
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China
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3
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Marakshina J, Pavlova A, Ismatullina V, Adamovich T, Mironets S, Sitnikova MA, Lobaskova M, Malykh S. The Russian version of the Abbreviated Math Anxiety Scale: psychometric properties in adolescents aged 13-16 years. Front Psychol 2023; 14:1275212. [PMID: 38162961 PMCID: PMC10757330 DOI: 10.3389/fpsyg.2023.1275212] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2023] [Accepted: 11/27/2023] [Indexed: 01/03/2024] Open
Abstract
This study is the first to assess the internal consistency and factor validity of the Abbreviated Math Anxiety Scale (AMAS) in a sample of Russian adolescents as well as gender differences and gender invariance. The study included 4,218 adolescents in grades 7-9 (M = 14.23, SD = 0.92). Internal consistency, measured with Cronbach's alpha, was high. Analysis of the factor structure revealed the best correspondence of the second-order factor model, which included two scales (learning math anxiety and math evaluation anxiety) and the general scale of math anxiety. There were greater gender differences in the all three scales. Analysis of gender invariance demonstrated that the mathematics anxiety construct was uniform in boys and girls. These findings confirm the reliable psychometric properties and validity of the AMAS, enabling its use in adolescents.
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Affiliation(s)
- Julia Marakshina
- Center for Interdisciplinary Research in the Educational Sciences, Russian Academy of Education, Moscow, Russia
| | - Anna Pavlova
- Center for Interdisciplinary Research in the Educational Sciences, Russian Academy of Education, Moscow, Russia
| | - Victoria Ismatullina
- Developmental Behavioral Genetics Laboratory, Federal Research Centre of Psychological and Interdisciplinary Studies, Moscow, Russia
| | - Timofey Adamovich
- Center for Interdisciplinary Research in the Educational Sciences, Russian Academy of Education, Moscow, Russia
| | - Sofia Mironets
- Center for Interdisciplinary Research in the Educational Sciences, Russian Academy of Education, Moscow, Russia
| | - Maria A. Sitnikova
- Center for Interdisciplinary Research in the Educational Sciences, Russian Academy of Education, Moscow, Russia
| | - Marina Lobaskova
- Center for Interdisciplinary Research in the Educational Sciences, Russian Academy of Education, Moscow, Russia
| | - Sergey Malykh
- Center for Interdisciplinary Research in the Educational Sciences, Russian Academy of Education, Moscow, Russia
- Developmental Behavioral Genetics Laboratory, Federal Research Centre of Psychological and Interdisciplinary Studies, Moscow, Russia
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4
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Kim J, Shin YJ, Park D. Peer network in math anxiety: A longitudinal social network approach. J Exp Child Psychol 2023; 232:105672. [PMID: 37003154 DOI: 10.1016/j.jecp.2023.105672] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2022] [Revised: 02/28/2023] [Accepted: 02/28/2023] [Indexed: 04/03/2023]
Abstract
Regardless of age, math anxiety (i.e., adverse affective reactions in situations involving math) is associated with lower math achievement. Previous studies have investigated the role of adult figures (e.g., parents, teachers) in the development of children's math anxiety. However, given the importance of peer relationships during adolescence, we examined friendship selection and social influence on children's math anxiety using longitudinal peer network analyses. Throughout the academic semester, we found that children became more similar to their peers in math anxiety levels but did not form new peer networks based on their levels of math anxiety. These findings highlight the importance of peers' emotional reactions to math, which could influence future academic achievement and career aspirations considerably.
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Affiliation(s)
- Jingu Kim
- Radboud University, 6525 XZ Nijmegen, The Netherlands; Busan National University of Education, Yeonje-gu, Busan 47503, South Korea
| | - Yun-Jeong Shin
- Seoul National University, Gwanak-gu, Seoul 08826, South Korea
| | - Daeun Park
- Sungkyunkwan University, Jongno-gu, Seoul 03063, South Korea.
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5
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Math anxiety is more closely associated with math performance in female students than in male students. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04349-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/25/2023]
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6
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Megreya AM, Al-Emadi AA. The impacts of math anxiety, science anxiety, and gender on arts versus sciences choices in Qatari secondary schools. PeerJ 2023; 11:e14510. [PMID: 36643623 PMCID: PMC9835714 DOI: 10.7717/peerj.14510] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2022] [Accepted: 11/14/2022] [Indexed: 01/11/2023] Open
Abstract
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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Vilca-Pareja V, Luque Ruiz de Somocurcio A, Delgado-Morales R, Medina Zeballos L. Emotional Intelligence, Resilience, and Self-Esteem as Predictors of Satisfaction with Life in University Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:16548. [PMID: 36554428 PMCID: PMC9778840 DOI: 10.3390/ijerph192416548] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/21/2022] [Revised: 12/03/2022] [Accepted: 12/06/2022] [Indexed: 06/17/2023]
Abstract
The present study examined if Emotional Intelligence (EI), resilience, and self-esteem predicted life satisfaction in university students. We computed correlations between the study variables, then, we compared the differences between men and women. Finally, a simultaneous multiple regression was performed. The sample was composed of 2574 university students (715 were men and 1859 were women), whose age ranged from 18 to 30 years with a mean (M) of 20.83 and a standard deviation (SD) of 2.45. The instruments used were the Wong and Law Emotional Intelligence Scale (WLEIS), the Wagnild and Young Resilience Scale (ER-25), the Rosenberg Self-Esteem Scale (RSES), and the Diener Satisfaction with Life Scale (SWLS). The results indicated that EI, self-esteem, and resilience correlated significantly and directly with satisfaction with life. Regarding sex differences, it was found that men had greater resilience, appraisal and recognition of emotion in others, and self-regulation of emotion. Women had greater appraisal and expression of emotion in self and self-esteem. The results showed that self-esteem, self-regulation of emotion, the use of emotion to facilitate performance, and acceptance of self and life as resilience factors predicted satisfaction with life. accounting for 48% of the variance. The variable that best predicted satisfaction with life was self-esteem.
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Affiliation(s)
- Vilma Vilca-Pareja
- Departamento de Ciencias y Tecnologías Sociales y Humanidades, Facultad de Ciencias y Tecnologías Sociales y Humanidades, Universidad Católica de Santa María, Arequipa 04013, Peru
| | - Andrés Luque Ruiz de Somocurcio
- Departamento de Psicología, Facultad de Ciencias y Tecnologías Sociales y Humanidades, Universidad Católica de Santa María, Arequipa 04013, Peru
| | - Ronald Delgado-Morales
- Departamento de Psicología, Facultad de Ciencias y Tecnologías Sociales y Humanidades, Universidad Católica de Santa María, Arequipa 04013, Peru
| | - Lizbeth Medina Zeballos
- Departamento de Psicología, Facultad de Ciencias y Tecnologías Sociales y Humanidades, Universidad Católica de Santa María, Arequipa 04013, Peru
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8
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Zhao M, Li J, Lin Y, Zhang B, Shi Y. The effect of perfectionism on test anxiety and the mediating role of sense of coherence in adolescent students. J Affect Disord 2022; 310:142-149. [PMID: 35537545 DOI: 10.1016/j.jad.2022.05.009] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/19/2021] [Revised: 03/27/2022] [Accepted: 05/04/2022] [Indexed: 10/18/2022]
Abstract
BACKGROUND Previous research has shown that perfectionism is closely associated with stress. However, limited research has examined the longitudinal relationship between perfectionism and test anxiety. In addition, no study has investigated the possible mediators for the effects of perfectionism on test anxiety in school contexts. OBJECTIVE Utilizing a three-wave longitudinal design, this study employed a sample of Chinese junior high school students as participants to examine the longitudinal relationship between perfectionism, sense of coherence, and test anxiety. METHODS 427 Chinese junior high school students (212 girls, 215 boys) participated in all three measurement times. The Frost Multidimensional Perfectionism scale, sense of coherence scale (SOC), and Test Anxiety scale were administered to the participants. The students completed questionnaires about once every two months from the beginning of a school semester to the end of the semester. RESULTS Results from structural equation modeling indicated that negative perfectionism significantly contributed to test anxiety in the adolescent students. The lagged effect of perfectionism (T1) on SOC (T2) was significant, and the lagged effect of SOC (T2) on test anxiety (T3) was significant, indicating that SOC played a significant mediating role in the effect of perfectionism on test anxiety. CONCLUSION The longitudinal effects of negative perfectionism on test anxiety were mediated by sense of coherence. The findings of the study have general implications for mitigating test anxiety and improving school adjustment and academic achievement.
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Affiliation(s)
- Meng Zhao
- Students' Mental health Education and (Counseling) Guidance Center, Shaanxi Normal University, Xi'an 710119, China
| | - Jiaxin Li
- School of Psychology, Shaanxi Normal University, 199 South Chang'an Road, Xi'an 710062, China
| | - Yao Lin
- School of Psychology, Shaanxi Normal University, 199 South Chang'an Road, Xi'an 710062, China
| | - Baoshan Zhang
- School of Psychology, Shaanxi Normal University, 199 South Chang'an Road, Xi'an 710062, China; Shaanxi Normal University Branch, Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University, Xi'an, China.
| | - Yunjing Shi
- Department of Psychology, Hebei University of Chinese Medicine, Shijiazhuang 050200, China.
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Xie F, Duan X, Ni X, Li L, Zhang L. The Impact of Parents' Intelligence Mindset on Math Anxiety of Boys and Girls and the Role of Parents' Failure Beliefs and Evaluation of Child's Math Performance as Mediators. Front Psychol 2022; 13:687136. [PMID: 35832921 PMCID: PMC9272989 DOI: 10.3389/fpsyg.2022.687136] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2021] [Accepted: 05/18/2022] [Indexed: 11/13/2022] Open
Abstract
This study aimed to examine the relationship between parents' intelligence mindset and children's math anxiety and the mediating role of parents' failure mindset and evaluations of their child's math performance. A total of 419 Chinese students (196 boys and 223 girls) and their parents were recruited to complete a series of questionnaires on topics such as math anxiety, parent's failure mindset, parent's intelligence mindset, and parents' evaluations of their child's mathematical performance. The results revealed that parents' intelligence mindset was not correlated with children's math anxiety. However, parents' intelligence mindset indirectly predicted children's math anxiety through the chain-mediated role of parents' failure beliefs and parents' evaluations of their child's math performance. Further, sex differences were found through a multigroup analysis, which showed a chain-mediated effect between parents' intelligence mindset and girls' math anxiety.
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Affiliation(s)
- Fang Xie
- School of Education, Chongqing Normal University, Chongqing, China
| | - Xiangfei Duan
- School of Psychology and Mental Health, North China University of Science and Technology, Tangshan, China
| | - Xuelian Ni
- School of Education, China West Normal University, Nanchong, China
| | - Lina Li
- School of Psychology and Mental Health, North China University of Science and Technology, Tangshan, China
| | - Libin Zhang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China
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Simões I, Silva JTD. Ansiedade matemática: Uma visão global acerca da sua origem, impacto e possíveis intervenções. REVISTA DE ESTUDIOS E INVESTIGACIÓN EN PSICOLOGÍA Y EDUCACIÓN 2022. [DOI: 10.17979/reipe.2022.9.1.8691] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
Com o crescente interesse e avanços nas áreas das STEM, a matemática afigura-se como essencial para o percurso escolar e profissional das crianças e jovens. Providenciar uma visão global acerca do que é a ansiedade matemática, quais são as suas causas, as suas consequências, e como intervir nesta problemática, é o objetivo deste artigo com carácter de revisão bibliográfica. Pesquisaram-se trabalhos científicos nas bases de dados: B-on, Proquest Psychology Journals, PsyARTICLES. Destacámos investigações e informação recentes com particular interesse para a prática de psicologia e de ensino nos contextos escolares. A ansiedade matemática tem um impacto negativo no bem-estar e desempenho dos sujeitos, podendo influenciar as escolhas educativas e profissionais destes. O contexto social desempenha um papel crucial no desenvolvimento desta problemática. Em relação às diferenças de género, os resultados são díspares, pelo qual tentamos compreender as razões para tais evidências. Por fim, no campo da intervenção, ainda são poucas as evidências científicas, no entanto é possível extrair algumas conclusões e estratégias a partir destas.
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Dowker A, Sheridan H. Relationships Between Mathematics Performance and Attitude to Mathematics: Influences of Gender, Test Anxiety, and Working Memory. Front Psychol 2022; 13:814992. [PMID: 35330725 PMCID: PMC8940274 DOI: 10.3389/fpsyg.2022.814992] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2021] [Accepted: 01/24/2022] [Indexed: 11/13/2022] Open
Abstract
Many studies have indicated that mathematics anxiety, and other negative attitudes and emotions toward mathematics, are pervasive and are associated with lower mathematical performance. Some previous research has suggested that working memory is related to both mathematics anxiety and mathematics. Moreover, both gender and chosen course of study (sciences vs. humanities) appeared likely to influence students’ attitudes to mathematics. In the present study, 40 university undergraduates completed a battery of assessments investigating working memory, attitude to mathematics, test anxiety. and mental and written arithmetic. Attitudes to mathematics were significantly associated with the other variables: working memory, test anxiety, and both measures of mathematical performance. The other variables were not strongly associated with one another. There were no gender differences in mathematical performance, but females exhibited more negative attitudes to mathematics and higher test anxiety than males. After controlling for test anxiety, there ceased to be significant gender differences in attitudes to mathematics. Science students had more positive attitudes to mathematics than humanities students, but the groups did not differ in test anxiety, Science students were better at written but not mental arithmetic. They were also better at working memory, but this was not a significant covariate when the groups were compared on mathematical performance and attitudes to mathematics The results are discussed, with particular focus on implications for future research on influences on mathematics anxiety.
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Affiliation(s)
- Ann Dowker
- Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom
| | - Hannah Sheridan
- Lady Margaret Hall, University of Oxford, Oxford, United Kingdom
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Measuring the Relation between Academic Performance and Emotional Intelligence at the University Level after the COVID-19 Pandemic Using TMMS-24. SUSTAINABILITY 2022. [DOI: 10.3390/su14063142] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
The outbreak of the global pandemic derived from COVID-19 in early 2020 has represented a huge loss of social contact for most young people. The extent of these effects is still unknown, so it is necessary to ask what the effect of this new, unforeseen, and prolonged situation on the management of emotional intelligence in university students is. This study aims to compare the academic performance, test anxiety (before and during the online exams), and emotional intelligence of 91 students in a university Master’s degree program after the outbreak of the COVID-19 pandemic. The emotional intelligence was measured by the TMMS-24, the academic performance was compiled in common subjects, and test anxiety was measured by self-assessment just after finishing each online exam. The comparisons between the variables were made through means difference contrasts using Mann–Whitney U, Kruskal–Wallis, and One-way ANOVA and Spearman’s rank correlation coefficient as a non-parametric test for correlational analysis. The results show that the COVID-19 pandemic has not modified how these three variables are related, so it can be concluded that the prolonged social isolation suffered by young people has not had negative repercussions on their emotional intelligence, anxiety before exams, and academic performance.
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Numbers (but not words) make math anxious individuals sweat: Physiological evidence. Biol Psychol 2021; 165:108187. [PMID: 34492332 DOI: 10.1016/j.biopsycho.2021.108187] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Revised: 08/30/2021] [Accepted: 09/01/2021] [Indexed: 11/21/2022]
Abstract
The study aimed to determine the specificity of math anxiety by measuring physiological arousal to the presentation of numerical and non-numerical stimuli. It also investigated whether math and trait anxieties share similar behavioral and physiological manifestations. Fifty-two female university students performed an experimental task including simple or complex arithmetical equations and math-related or neutral words. Participants' electrodermal activity (skin conductance response) was monitored during the task. Math and trait anxieties were measured using common explicit questionnaires. Results showed math anxiety levels were significantly related to physiological arousal during the performance of complex numerical tasks. Importantly, math anxiety significantly mediated the links between trait anxiety and physiological arousal in complex numerical tasks. The findings support previous work finding relations between math and trait anxieties, but also show math anxiety is a unique phenomenon with specific behavioral and physiological manifestations, especially during the processing of complex numerical information.
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Reflections About What I Learned as an Editor Making Judgments about Gender and Gendered Contexts with a Feminist Perspective. SEX ROLES 2021. [DOI: 10.1007/s11199-021-01235-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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15
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Levy HE, Fares L, Rubinsten O. Math anxiety affects females' vocational interests. J Exp Child Psychol 2021; 210:105214. [PMID: 34198037 DOI: 10.1016/j.jecp.2021.105214] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2020] [Revised: 04/11/2021] [Accepted: 05/28/2021] [Indexed: 01/19/2023]
Abstract
Vocational interest in science, technology, engineering, and math (STEM) fields in middle school can predict life outcomes, including enrollment in STEM courses and pursuing STEM careers. Numerical performance, as well as emotional factors such as math anxiety (MA), may influence vocational interests. The constructs of both vocational interests and MA are sensitive to gender differences. Accordingly, this study explored whether the relations among MA, numerical performance, and math vocational interests among middle-school students vary by gender. A sample of 127 ninth-grade students (68 females) performed a computation task and completed MA and trait anxiety (TA) questionnaires. A math vocational interest questionnaire was composed and assessed with an additional sample of 89 ninth-grade students. For females, MA, but not TA or numerical performance, predicted math vocational interest. Those with low MA levels tended to be interested in careers with higher math proficiency such as STEM careers. For males, high numerical performance and low TA, but not MA, related to interest in careers with high math proficiency. Bayes factors indicated that the data strongly supported the theory. The findings support the assumption that high MA levels affect the career plans of female students, whereas low numerical performance can account for both MA levels and future career plans of male students. It is essential to investigate how career aspirations are shaped in young students to promote the choice of STEM careers, especially among underrepresented populations such as females.
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Affiliation(s)
- Hili Eidlin Levy
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Mount Carmel, Haifa 3498838, Israel
| | - Laurain Fares
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Mount Carmel, Haifa 3498838, Israel
| | - Orly Rubinsten
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Mount Carmel, Haifa 3498838, Israel.
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Desender K, Sasanguie D. Math anxiety relates positively to metacognitive insight into mathematical decision making. PSYCHOLOGICAL RESEARCH 2021; 86:1001-1013. [PMID: 34008046 DOI: 10.1007/s00426-021-01511-8] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2019] [Accepted: 03/25/2021] [Indexed: 11/27/2022]
Abstract
The current study reports a pre-registered investigation into the interrelations between mathematics anxiety, metacognition and mathematical decision-making. Although this question has already received some attention in previous work, reliance on self-report measures of metacognition has hindered its interpretation. Here, a novel experimental mathematical decision-making task was used in which participants solved mathematical assignments of varying difficulty, and expressed their level of confidence in the accuracy of their decision both prospectively and retrospectively. Mathematics anxiety was measured using a standardized questionnaire. Both prospective and retrospective confidence judgments predicted unique variation in accuracy; however, the explanatory effect of prospective confidence disappeared after taking task difficulty into account. This suggests that prospective, but not retrospective, confidence is largely based on easily available cues indicative of performance. Results of a multiple regression analysis indicated that individual differences in mathematics anxiety were negatively related to the overall level of confidence (both prospectively and retrospectively), and positively related to metacognitive efficiency (only prospectively). Having insight in these interrelationships is important in the context of remediating mathematics anxiety, which might in turn be useful with regard to the worldwide need for more workers with degrees in science, technology, engineering, or mathematics (STEM).
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Affiliation(s)
- Kobe Desender
- Department of Neurophysiology and Pathophysiology, University Medical Center, Hamburg-Eppendorf, Germany.
- Department of Experimental Psychology, Ghent University, Gent, Belgium.
- Brain and Cognition, KU Leuven, Tiensetraat 102, 3000, Leuven, Belgium.
| | - Delphine Sasanguie
- Brain and Cognition, KU Leuven, Tiensetraat 102, 3000, Leuven, Belgium
- Faculty of Psychology and Educational Sciences@Kulak, Kortrijk, Belgium
- Research Centre for Learning in Diversity, HOGENT, Gent, Belgium
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Ma M, Li D, Zhang L. Longitudinal prediction of children's math anxiety from parent-child relationships. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102016] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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18
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Tang J, Su Y, Yao Y, Peyre H, Guez A, Zhao J. Respiratory Sinus Arrhythmia Mediates the Relation Between "Specific Math Anxiety" and Arithmetic Speed. Front Psychol 2021; 12:615601. [PMID: 33679531 PMCID: PMC7933226 DOI: 10.3389/fpsyg.2021.615601] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2020] [Accepted: 01/12/2021] [Indexed: 11/21/2022] Open
Abstract
There is a growing consensus that math anxiety highly correlates with trait anxiety and that the emotional component elicited by math anxiety affects math performance. Yet few studies have examined the impact of “specific math anxiety” (high math anxiety and low other kinds of anxiety) on math performance and the underlying physiological and affective mechanism. The present study examines the mediation effect of heart rate variability—an affective measurement indexed by respiratory sinus arrhythmia (RSA)—in the relationship between specific math anxiety and arithmetic speed. A total of 386 junior high school students completed a self-reported questionnaire to measure their anxiety level. Among this sample, 29 individuals with specific math anxiety (high math anxiety and low reading and trait anxiety), 29 with specific reading anxiety (high reading anxiety and low math and trait anxiety), 24 with specific trait anxiety (high trait anxiety and low math and reading anxiety), and 22 controls (low math, trait and reading anxiety) were selected to participate in an arithmetic task and a reading task while RSA was recorded when they performed the tasks. Results revealed that individuals with specific math anxiety showed lower RSA and longer reaction time than the other three groups in the arithmetic task. Regression and mediation analyses further revealed that RSA mediated the relation between specific math anxiety and arithmetic speed. The present study provides the first account of evidence for the affective hypothesis of specific math anxiety and suggests that affective responses may be an important mechanism underlying the detrimental effect of specific math anxiety on math performance.
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Affiliation(s)
- Jiuqing Tang
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Yun Su
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Yu'e Yao
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Hugo Peyre
- Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, EHESS, CNRS), Ecole Normale Supérieure, PSL University, Paris, France.,Neurodiderot, INSERM UMR 1141, Paris Diderot University, Paris, France.,Department of Child and Adolescent Psychiatry, Robert Debre Hospital, APHP, Paris, France
| | - Ava Guez
- Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, EHESS, CNRS), Ecole Normale Supérieure, PSL University, Paris, France
| | - Jingjing Zhao
- School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
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Too anxious to control: the relation between math anxiety and inhibitory control processes. Sci Rep 2020; 10:19922. [PMID: 33199798 PMCID: PMC7670467 DOI: 10.1038/s41598-020-76920-7] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Accepted: 10/23/2020] [Indexed: 11/08/2022] Open
Abstract
Based on the attentional control theory, math anxiety has been explained in terms of impaired inhibition, a key cognitive control function associated with the central executive. Inhibition allows us to suppress task-irrelevant interference when needed. Inspired by the Dual Mechanisms of Control theory, the current study aimed to disentangle the effect of math anxiety on two cognitive control aspects that can be identified in inhibition. Reactive control occurs after interference is detected and is mostly used in a context where interference is scarce. Proactive control is used to prevent and anticipate interference before it occurs and is preferred in contexts where interference is frequent. We used an arrow flanker task where the proportion of interference was manipulated to stimulate the use of a reactive or proactive control strategy. The results showed that response times on trials containing interference increased with math anxiety, but only in a reactive task context. In a proactive task context response times were not influenced by math anxiety. Our results suggest that math anxiety impairs reactive control. We hypothesize that this finding can be explained by a higher state of distractibility, triggered both by the reactive context and by math anxiety.
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20
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Analysis of Self-Concept in Adolescents before and during COVID-19 Lockdown: Differences by Gender and Sports Activity. SUSTAINABILITY 2020. [DOI: 10.3390/su12187792] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
An appeal has been issued to the scientific community to investigate physical, mental and emotional states, and pro-social behaviours during the COVID-19 pandemic. Hence, this study aims to investigate adolescents’ self-concept before and during a lockdown period in relation to gender and type/amount of physical activity or sports. The pre-lockdown sample of 366 adolescents were aged 13–17 years (M = 15.51 ± 0.65), of whom 192 (52.5%) were females and 174 (47.5%) were males. During the lockdown, the age range of the sample was 13–17 years (M = 14.57 ± 1.47), of whom 82 (60.3%) were females, and 54 (39.7%) were males. The Form-5 Self-concept Questionnaire (AF-5) was used to measure adolescents’ self-concept. There was a reduction in adolescents’ overall self-concept during the COVID-19 pandemic, which was positively associated with emotional well-being, with family and peers being essential factors in the development of an appropriate self-concept. Furthermore, girls’ self-concept, especially academic self-concept, was higher than that of boys during the lockdown. However, both physical and emotional self-concept were higher for boys than girls before the COVID-19 lockdown, although no differences were found during the lockdown. The findings reveal that physical activity was positively correlated to self-concept before and during the COVID-19 lockdown.
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21
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Semeraro C, Giofrè D, Coppola G, Lucangeli D, Cassibba R. The role of cognitive and non-cognitive factors in mathematics achievement: The importance of the quality of the student-teacher relationship in middle school. PLoS One 2020; 15:e0231381. [PMID: 32310988 PMCID: PMC7170247 DOI: 10.1371/journal.pone.0231381] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2019] [Accepted: 03/23/2020] [Indexed: 11/19/2022] Open
Abstract
There is increasing evidence that several factors, including both cognitive and non-cognitive ones, play an important role in mathematics achievement. Relatively little is known about how socio-emotional features and the quality of the student-teacher relationship correlate with mathematics achievement among adolescents in transition to middle school. The aim of the present study is to examine the role of cognitive factors (general cognitive abilities), non-cognitive factors (math anxiety and self-esteem), and the quality of the student-teacher relationship on mathematics achievement. A large sample of Italian sixth graders was evaluated upon entering middle school. The results showed that general cognitive ability was the best predictor of mathematics achievement. As regards non-cognitive factors, the level of math anxiety was effective in predicting mathematics achievement, after controlling for other measures including self-esteem and the quality of the student-teacher relationship. In particular, we found that the quality of the student-teacher relationship had an indirect influence on mathematics achievement through the mediation of math anxiety. Our findings seem to indicate that the quality of the student-teacher relationship may be related to mathematics achievement, through its effects on math anxiety. This may have important implications for practitioners and educators, as we can suggest that interventions devoted to improving the quality of the student-teacher relationship may play a positive role in both preventing math anxiety and promoting mathematics learning.
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Affiliation(s)
- Cristina Semeraro
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
- * E-mail:
| | - David Giofrè
- Department of Education, DISFOR University of Genoa, Genoa, Italy
| | - Gabrielle Coppola
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
| | - Daniela Lucangeli
- Department of Developmental Psychology and Socialization, University of Padova, Padova, Italy
| | - Rosalinda Cassibba
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
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Herrera L, Al-Lal M, Mohamed L. Academic Achievement, Self-Concept, Personality and Emotional Intelligence in Primary Education. Analysis by Gender and Cultural Group. Front Psychol 2020; 10:3075. [PMID: 32038421 PMCID: PMC6987137 DOI: 10.3389/fpsyg.2019.03075] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2019] [Accepted: 12/28/2019] [Indexed: 11/13/2022] Open
Abstract
A review of the scientific literature shows that many studies have analyzed the relationship between academic achievement and different psychological constructs, such as self-concept, personality, and emotional intelligence. The present work has two main objectives. First, to analyze the academic achievement, as well as the self-concept, personality and emotional intelligence, according to gender and cultural origin of the participants (European vs. Amazigh). Secondly, to identify what dimensions of self-concept, personality and emotional intelligence predict academic achievement. For this, a final sample consisting of 407 students enrolled in the last 2 years of Primary Education were utilized for the study. By gender, 192 were boys (47.2%) and 215 girls (52.8%), with an average age of 10.74 years old. By cultural group, 142 were of European origin (34.9%) and 265 of Amazigh origin (65.1%). The academic achievements were evaluated from the grades obtained in three school subjects: Natural Sciences, Spanish Language and Literature, and Mathematics, and the instruments used for data collection of the psychological constructs analyzed were the Self-Concept Test-Form 5, the Short-Form Big Five Questionnaire for Children, and the BarOn Emotional Quotient Inventory: Youth Version-Short. Based on the objectives set, first, the grades in the subject of Spanish Language and Literature varied depending on the gender of the students. Likewise, differences were found in self-concept, personality, and emotional intelligence according to gender. Also, the physical self-concept varied according to the cultural group. Regarding the second objective, in the predictive analysis for each of the subjects of the curriculum of Primary Education, the academic self-concept showed a greater predictive value. However, so did other dimensions of self-concept, personality and emotional intelligence. The need to carry out a comprehensive education in schools that addresses the promotion of not only academic but also personal and social competences is discussed. Also, that the study of the variables that affect gender differences must be deepened.
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Affiliation(s)
- Lucía Herrera
- Department of Developmental and Educational Psychology, University of Granada, Melilla, Spain
| | - Mohamed Al-Lal
- Early Childhood and Primary Education School "Pedro de Estopiñán", Melilla, Spain
| | - Laila Mohamed
- Department of Developmental and Educational Psychology, University of Granada, Melilla, Spain
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