Math anxiety and exposure to statistics in messages about genetically modified foods: effects of numeracy, math self-efficacy, and form of presentation

Extending the purview of risk perception attitude (RPA) framework to understand health insurance-related information seeking as a long-term self-protective behavior

Objective: The purpose of this study is to examine the roles of risk perceptions and efficacy beliefs play in predicting emerging adults' health insurance information seeking behavior based on the risk perception attitude (RPA) framework. In addition, the current study tests a role of worry to elucidate an underlying mechanism of their health insurance information seeking behavior. Participants: A total of 694 participants was recruited from a large public university in Southwest, USA. Methods: Participants completed an online survey questionnaire. Results: Efficacy beliefs influenced health insurance-related information seeking behavior. An intriguing finding is that there were significant differences in worry across the attitudinal groups posited in the RPA framework, which is consistent with findings in prior literature. Conclusions: Information about health insurance helps individuals make good decisions for their health in a long-term perspective, which is the primary interest of the RPA framework and the current study. The findings would provide resources for designing effective communication materials to help human beings improve their well-being and prepare for their well-ending. This communication effort would contribute to ensuring public health safety, reducing health disparities, and enhancing a society's well-being.

Mathematics difficulties are related to mathematics anxiety in children with epilepsy: An online study

AIM

Children with epilepsy have an increased risk of difficulties with mathematics. Research into the mathematics difficulties of children with epilepsy, however, is limited. This study sought to determine whether the mathematics difficulties of children with epilepsy are related to mathematics anxiety over and above other previously identified factors (reading difficulties, generalized anxiety, and working memory).

METHOD

Seventy-nine parents of children with epilepsy and 72 parents of typically developing children completed online questionnaires on their child's mathematics and reading difficulties (CLDQ; Colorado Learning Difficulties Questionnaire), mathematics anxiety (mAMAS; Modified Abbreviated Math Anxiety Scale), general anxiety (SCAS; Spence Child Anxiety Scale), and working memory (BRIEF-2; Brief Rating Inventory of Executive Function-2nd Edition). Questionnaires also collected demographic information and epilepsy variables.

RESULTS

Children with epilepsy had higher scores on the CLDQ mathematics subscale (CLDQm) and the mAMAS compared to typically developing children. Younger age of epilepsy onset, higher seizure frequency, and a greater number of anti-seizure medications accounted for 20.4% of the variance on the CLDQm. The CLDQ reading subscale (CLDQr) justified an additional 14% of the variance on the CLDQm. Finally, the mAMAS explained 20.2% of the variance on the CLDQm, after controlling for epilepsy variables and CLDQr. In contrast, the BRIEF-2 and SCAS did not account for a significant amount of variance on the CLDQm.

SIGNIFICANCE

Mathematics anxiety is the most significant contributor to mathematics difficulties experienced by children with epilepsy. Difficulties with reading and epilepsy factors also have significant, albeit smaller contributions to mathematics difficulties in this clinical population. Given the multiplicity of factors contributing to mathematics difficulties, a comprehensive, multidisciplinary treatment is needed.

Adaptation Process of the Mathematic Self-Efficacy Survey (MSES) Scale to Mexican-Spanish Language

Trained professionals in science, technology, engineering, and mathematics (STEM) are needed for a robust, science-based economy that incorporates various technologies’ design, construction, and commercialization to address societal problems. However, keeping students interested in STEM subjects and achieving optimal performance is a challenging task. Math self-efficacy has shown to be one of the most important factors affecting students’ interest in STEM majors and assessing this factor has been a great challenge for education researchers around the world due to the lack of calibrated and culturally adapted instruments. Observing this need, this seminal study conducted psychometric validation tests and cultural adaptations to the Mathematic Self-Efficacy Survey (MSES) aiming to measure this instrument in Spanish-speaking students in different STEM areas in Mexico. Data collected from 877 students were tested for validity using sequential exploratory factor analyses, and contextual modifications were performed and analyzed aiming to achieve cultural equivalency. Suggestions for continuing the adaptation and validation process of the MSES to Spanish language and STEM students’ context are presented with the results of the exploratory factor analyses.

Framing the Clinical Encounter: Shared Decision-Making, Mammography Screening, and Decision Satisfaction

The study examines whether physicians' framing of clinical interactions is related to patient shared decision-making (SDM) satisfaction when using a clinical decision support tool (CDST) concerning mammographic screening. To answer this question, we combined (a) system log data from a CDST, (b) content coding of the physicians' message framing while using the CDST, and (c) a post-visit patient survey to assess SDM satisfaction concerning screening mammography. Results suggest that two types of message frames - consequence frames and numerical frames - moderated the relationship of the CDST on SDM satisfaction. When the CDST displayed low risk of breast cancer for a patient, physicians were able to improve the cognitive aspects of SDM satisfaction by framing the consequences of mammography screening in positive terms. However, when the physician delivered the numerical information in relative, rather than absolute terms, the patient's SDM satisfaction was reduced. Our study advances previous message framing effect research in health communication from experimental settings to clinical encounters. It also discusses the importance of delivering risk-congruent frames in clinical settings.

A Little Bit of That from One of Your Grandparents: Interpreting Others’ Direct-to-Consumer Genetic Ancestry Results

With more than 25 million tests sold by early 2019, direct-to-consumer genetic ancestry tests expose the public to critical issues of genetics, ancestry, and identity. This study examines how individuals understand the results of a genetic ancestry test. Twenty undergraduate students viewed and interpreted an unfamiliar individual’s ancestry results. In in-depth interviews, students indicated that the results were easy to read and understand, but that they had difficulty articulating the meaning of the ancestry groups presented in the results. Participants could not accurately paraphrase the test’s scientific explanation. Those who engaged with the scientific explanation developed doubts about the test’s credibility. There was little consensus about the legitimacy of identity claims from low-proportion ancestry groups. Some students reserved judgment while others identified specific thresholds for what ancestry proportions legitimize identity claims. Results contribute to the literature on the public’s understanding of ancestry, genetics, and data interpretation.

Understanding Health Risk Comprehension: The Role of Math Anxiety, Subjective Numeracy, and Objective Numeracy

Background. Numeracy skills are important for medical decision making as lower numeracy is associated with misinterpreting statistical health risks. Math anxiety, characterized by negative emotions about numerical tasks, and lower subjective numeracy (i.e., self-assessments of numerical competence) are also associated with poor risk comprehension. Objective. To explore independent and mediated associations of math anxiety, numerical ability, and subjective numeracy with risk comprehension and to ascertain whether their associations are specific to the health domain. Methods. Objective numeracy was measured with a 14-item test. Math anxiety and subjective numeracy were assessed with self-report scales. Risk comprehension was measured with a 12-item test. In experiment 1, risk comprehension items were limited to scenarios in the health domain. In experiment 2, participants were randomly assigned to receive numerically equivalent risk comprehension items in either a health or nonhealth domain. Results. Linear regression analyses revealed that individuals with higher objective numeracy were more likely to respond correctly to the risk comprehension items, as were individuals with higher subjective numeracy. Higher math anxiety was associated with a lower likelihood of correct responding when controlling for objective numeracy but not when controlling for subjective numeracy. Mediation analyses indicated that math anxiety may undermine risk comprehension in 3 ways, including through 1) objective numeracy, 2) subjective numeracy, and 3) objective and subjective numeracy in serial, with subjective numeracy mediating the association between objective numeracy and risk comprehension. Findings did not differ by domain. Conclusions. Math anxiety, objective numeracy, and subjective numeracy are associated with risk comprehension through unique pathways. Education initiatives for improving health risk comprehension may be most effective if jointly aimed at tackling numerical ability as well as negative emotions and self-evaluations related to numeracy.

Higher math anxious people have a lower need for cognition and are less reflective in their thinking

There exists a large body of literature seeking to understand the relation between math anxiety and success in mathematics. While most of this literature focuses on domain specific relations (i.e., how math anxiety impacts thinking about mathematics), in the current work we examine important relations between math anxiety and domain general factors. Specifically, we test three hypotheses: (1) that higher-math-anxious individuals have a lower need for and enjoyment of exerting cognitive effort, (2) that math anxiety mediates a relation between ones' propensity for cognitive effort and their achievement in mathematics, and (3) that higher-math-anxious individuals are less reflective in their thinking, and that this is not limited to questions that are heavily reliant on mathematical reasoning. As predicted, we uncovered relations between math anxiety and the domain-general constructs of need for cognition and cognitive reflection. Importantly, these negative relations hold even after controlling for math ability, general anxiety, and gender of the participant. The results are discussed in terms of implications for our understanding of the construct of math anxiety. Proficiency in mathematics is a major advantage in industrialised nations. Unfortunately, many people experience math-anxiety (Richardson & Suinn, 1972), becoming nervous when engaging in math tasks and avoiding math and math-related professions. As a result, those with math anxiety tend to severely limit their future career and earning opportunities (Chipman, Krantz, & Silver, 1992; Hembree, 1990). The resulting shortage of adults prepared to work in the sciences, technology, engineering, and mathematics field (STEM) has negative consequences at the national level, particularity as societies become increasingly dependent upon technology (Beilock & Maloney, 2015; Chipman et al., 1992; Maloney & Beilock, 2012). Worldwide, increased math-anxiety is linked to decreased math achievement (Foley et al., 2017; Lee, 2009), and this is not limited to academic situations. Math-anxious nurses, for example, are more likely than non-math-anxious nurses to make poor drug calculations (Mcmullan, Jones, & Lea, 2012); math-anxious women are more likely than their peers to engage in poor financial planning (McKenna & Nickols, 1988), and math anxiety is negatively linked to the ability to interpret health statistics (Silk & Parrott, 2014). Given that math-anxiety is related to important and detrimental consequences in people's daily lives, it is vital that we work to understand the behavioural and cognitive differences between those who are high and low in math-anxiety.

Spirituality, Illness Unpredictability, and Math Anxiety Effects on Negative Affect and Affect-Management Coping for Individuals Diagnosed with Alpha-1 Antitrypsin Deficiency

A growing number of genetic tests are included in diagnostic protocols associated with many common conditions. A positive diagnosis associated with the presence of some gene versions in many instances predicts a range of possible outcomes, and the uncertainty linked to such results contributes to the need to understand varied responses and plan strategic communication. Uncertainty in illness theory (UIT; Mishel, 1988, 1990) guided the investigation of efforts to feel in control and hopeful regarding genetic testing and diagnosis for alpha-1 antitrypsin deficiency (AATD). Participants included 137 individuals with AATD recruited from the Alpha-1 Research Registry who were surveyed about their subjective numeracy, anxiety about math, spirituality, perceptions of illness unpredictability, negative affect regarding genetic testing, and coping strategies about a diagnosis. Results revealed that experiencing more fear and worry contributed both directly and indirectly to affect-management coping strategies, operating through individual perceptions of illness unpredictability. The inability to predict the symptoms and course of events related to a genetic illness and anxiety regarding math heightened fear and worry. Spirituality lessened both illness unpredictability and negative affective responses to a diagnosis. Results affirm the importance of clinician and counselor efforts to incorporate attention to patient spirituality. They also illustrate the complexity associated with strategic efforts to plan communication about the different versions of a gene's effects on well-being, when some versions align with mild health effects and others with severe effects.

Mathematics, anxiety, and the brain

Given that achievement in learning mathematics at school correlates with work and social achievements, it is important to understand the cognitive processes underlying abilities to learn mathematics efficiently as well as reasons underlying the occurrence of mathematics anxiety (i.e. feelings of tension and fear upon facing mathematical problems or numbers) among certain individuals. Over the last two decades, many studies have shown that learning mathematical and numerical concepts relies on many cognitive processes, including working memory, spatial skills, and linguistic abilities. In this review, we discuss the relationship between mathematical learning and cognitive processes as well as the neural substrates underlying successful mathematical learning and problem solving. More importantly, we also discuss the relationship between these cognitive processes, mathematics anxiety, and mathematics learning disabilities (dyscalculia). Our review shows that mathematical cognition relies on a complex brain network, and dysfunction to different segments of this network leads to varying manifestations of mathematical learning disabilities.

Can I Count on Getting Better? Association between Math Anxiety and Poorer Understanding of Medical Risk Reductions

BACKGROUND

Lower numerical ability is associated with poorer understanding of health statistics, such as risk reductions of medical treatment. For many people, despite good numeracy skills, math provokes anxiety that impedes an ability to evaluate numerical information. Math-anxious individuals also report less confidence in their ability to perform math tasks. We hypothesized that, independent of objective numeracy, math anxiety would be associated with poorer responding and lower confidence when calculating risk reductions of medical treatments.

METHODS

Objective numeracy was assessed using an 11-item objective numeracy scale. A 13-item self-report scale was used to assess math anxiety. In experiment 1, participants were asked to interpret the baseline risk of disease and risk reductions associated with treatment options. Participants in experiment 2 were additionally provided a graphical display designed to facilitate the processing of math information and alleviate effects of math anxiety. Confidence ratings were provided on a 7-point scale.

RESULTS

Individuals of higher objective numeracy were more likely to respond correctly to baseline risks and risk reductions associated with treatment options and were more confident in their interpretations. Individuals who scored high in math anxiety were instead less likely to correctly interpret the baseline risks and risk reductions and were less confident in their risk calculations as well as in their assessments of the effectiveness of treatment options. Math anxiety predicted confidence levels but not correct responding when controlling for objective numeracy. The graphical display was most effective in increasing confidence among math-anxious individuals.

CONCLUSIONS

The findings suggest that math anxiety is associated with poorer medical risk interpretation but is more strongly related to confidence in interpretations.

Mathematical anxiety is linked to reduced cognitive reflection: a potential road from discomfort in the mathematics classroom to susceptibility to biases

Background

When asked to solve mathematical problems, some people experience anxiety and threat, which can lead to impaired mathematical performance (Curr Dir Psychol Sci 11:181–185, 2002). The present studies investigated the link between mathematical anxiety and performance on the cognitive reflection test (CRT; J Econ Perspect 19:25–42, 2005). The CRT is a measure of a person’s ability to resist intuitive response tendencies, and it correlates strongly with important real-life outcomes, such as time preferences, risk-taking, and rational thinking.

Methods

In Experiments 1 and 2 the relationships between maths anxiety, mathematical knowledge/mathematical achievement, test anxiety and cognitive reflection were analysed using mediation analyses. Experiment 3 included a manipulation of working memory load. The effects of anxiety and working memory load were analysed using ANOVAs.

Results

Our experiments with university students (Experiments 1 and 3) and secondary school students (Experiment 2) demonstrated that mathematical anxiety was a significant predictor of cognitive reflection, even after controlling for the effects of general mathematical knowledge (in Experiment 1), school mathematical achievement (in Experiment 2) and test anxiety (in Experiments 1–3). Furthermore, Experiment 3 showed that mathematical anxiety and burdening working memory resources with a secondary task had similar effects on cognitive reflection.

Conclusions

Given earlier findings that showed a close link between cognitive reflection, unbiased decisions and rationality, our results suggest that mathematical anxiety might be negatively related to individuals’ ability to make advantageous choices and good decisions.