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Carvalho MRS, Barbosa de Carvalho AH, Paiva GM, Andrade Jorge CDC, Dos Santos FC, Koltermann G, de Salles JF, Moeller K, Maia de Oliveira Wood G, Haase VG. MAOA-LPR polymorphism and math anxiety: A marker of genetic susceptibility to social influences in girls? Ann N Y Acad Sci 2022; 1516:135-150. [PMID: 35765118 DOI: 10.1111/nyas.14814] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Math anxiety (MA) seems to result from an interaction of genetic vulnerability with negative experiences learning mathematics. Although mathematics achievement does not substantially differ between the sexes, MA levels are usually higher in girls. Molecular genetic markers of MA vulnerability have been seldom explored. This article examines the contribution of the monoamine oxidase A gene (MAOA) to MA and to sex differences in MA. Five hundred and sixty-eight third to fifth graders were genotyped for the MAOA-LPR polymorphism (a repetitive element in MAOA promoter that has been associated with MAOA enzymatic activity), and assessed on general cognitive ability, mathematics achievement, and the cognitive and affective dimensions of MA. MAOA-LPR genotypes were classified as high (MAOA-H) or low (MAOA-L) according to their predicted enzymatic activity. Mixed models controlling for effects of school, sex, general cognitive ability, and mathematics achievement were evaluated. The best fitting model included school, math achievement, sex, MAOA-LPR, and the MAOA-LPR by sex interaction. This indicated that under the MAOA-H dominant model, anxiety toward mathematics interacted with the MAOA genotype: girls with an MAOA-L genotype exhibited higher levels of MA, with a small but significant effect. The association between MAOA-L genotype and MA in girls may represent an example of developmental plasticity.
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Affiliation(s)
- Maria Raquel Santos Carvalho
- Departamento de Genética, Ecologia e Evolução, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Programa de Pós-graduação em Genética, Departamento de Genética, Ecologia e Evolução, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - André Henrique Barbosa de Carvalho
- Programa de Pós-graduação em Genética, Departamento de Genética, Ecologia e Evolução, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Giulia Moreira Paiva
- Programa de Pós graduação em Neurociências, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Carolina de Castro Andrade Jorge
- Programa de Pós-graduação em Genética, Departamento de Genética, Ecologia e Evolução, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Fernanda Caroline Dos Santos
- Programa de Pós-graduação em Genética, Departamento de Genética, Ecologia e Evolução, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Gabriella Koltermann
- Programa de Pós-graduação em Psicologia, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
| | - Jerusa Fumagalli de Salles
- Programa de Pós-graduação em Psicologia, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil.,Departamento de Psicologia do Desenvolvimento e da Personalidade, Instituto de Psicologia, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
| | - Korbinian Moeller
- Centre for Mathematical Cognition, Loughborough University, Loughborough, UK.,Leibniz-Institut fuer Wissensmedien, Tuebingen, Germany.,LEAD Graduate School & Research Network, University of Tuebingen, Tuebingen, Germany.,Individual Differences and Adaptive Education Centre, Frankfurt am Main, Germany
| | | | - Vitor Geraldi Haase
- Programa de Pós graduação em Neurociências, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Departamento de Psicologia, Faculdade de Filosofia e Ciências Humanas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Programa de Pós-graduação em Psicologia: Cognição e Comportamento, Faculdade de Filosofia e Ciências Humanas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
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2
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Alves IS, Wronski MR, Hubbard EM. Math anxiety differentially impairs symbolic, but not nonsymbolic, fraction skills across development. Ann N Y Acad Sci 2022; 1509:113-129. [PMID: 34780097 PMCID: PMC8920768 DOI: 10.1111/nyas.14715] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2021] [Accepted: 10/08/2021] [Indexed: 11/28/2022]
Abstract
Although important for the acquisition of later math skills, fractions are notoriously difficult. Previous studies have shown that higher math anxiety (MA) is associated with lower performance in symbolic fraction tasks in adults and have suggested that MA may negatively impact the acquisition of fractions in children. However, the effects of MA on fraction skills in school-aged children remain underexplored. We, therefore, investigated the impact of MA on the performance of younger (second and third graders) and older (fifth and sixth graders) children in math fluency (MF), written calculation, fraction knowledge (FK), and symbolic fraction and nonsymbolic ratio processing. On the basis of our prior work suggesting a perceptual foundation for fraction processing, we predicted that symbolic, but not nonsymbolic, math skills (especially fractions) would be impaired by MA. As predicted, higher MA was associated with lower performance in general mathematics achievement and symbolic fraction tasks, but nonsymbolic ratio processing was not affected by MA in either age group. Furthermore, working memory capacity partially mediated the effects of MA on general mathematics achievement, FK, and symbolic fraction processing. These results suggest that understanding the bidirectional interactions between MA and fractions may be important for helping children acquire these critical skills.
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Affiliation(s)
| | - Matthew R. Wronski
- Department of Psychiatry and Behavioral Sciences, Rush University Medical Center
| | - Edward M. Hubbard
- Department of Educational Psychology, University of Wisconsin Madison,Waisman Intellectual and Developmental Disabilities Research Center, University of Wisconsin-Madison
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3
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Mononen R, Niemivirta M, Korhonen J, Lindskog M, Tapola A. Developmental relations between mathematics anxiety, symbolic numerical magnitude processing and arithmetic skills from first to second grade. Cogn Emot 2021; 36:452-472. [PMID: 34915812 DOI: 10.1080/02699931.2021.2015296] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
We investigated the levels of and changes in mathematics anxiety (MA), symbolic numerical magnitude processing (SNMP) and arithmetic skills, and how those changes are linked to each other. Children's (n = 264) MA, SNMP and arithmetic skills were measured in Grade 1, and again in Grade 2, also including a mathematics performance test. All three constructs correlated significantly within each time point, and the rank-order stability over time was high, particularly in SNMP and arithmetic skills. By means of latent change score modelling, we found overall increases in SNMP and arithmetic skills over time, but not in MA. Most interestingly, changes in arithmetic skills and MA were correlated (i.e. steeper increase in arithmetic skills was linked with less steep increase in MA), as were changes in SNMP and arithmetic skills (i.e. improvement in SNMP was associated with improvement in arithmetic skills). Only the initial level of arithmetic skills and change in it predicted mathematics performance. The only gender difference, in favour of boys, was found in SNMP skills. The differential effects associated with MA (developmentally only linked with arithmetic skills) and gender (predicting only changes in SNMP) call for further longitudinal research on the different domains of mathematical skills.
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Affiliation(s)
- Riikka Mononen
- Department of Special Needs Education, University of Oslo, Oslo, Norway
| | - Markku Niemivirta
- School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland.,Department of Education, University of Helsinki, Helsinki, Finland
| | - Johan Korhonen
- Faculty of Education and Welfare Studies, Åbo Akademi University, Åbo, Finland
| | - Marcus Lindskog
- Department of Psychology, Uppsala University, Uppsala, Sweden.,Department of Education, Uppsala University, Uppsala, Sweden
| | - Anna Tapola
- Department of Education, University of Helsinki, Helsinki, Finland
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4
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Math Anxiety Is Related to Math Difficulties and Composed of Emotion Regulation and Anxiety Predisposition: A Network Analysis Study. Brain Sci 2021; 11:brainsci11121609. [PMID: 34942911 PMCID: PMC8699086 DOI: 10.3390/brainsci11121609] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Revised: 12/02/2021] [Accepted: 12/03/2021] [Indexed: 02/01/2023] Open
Abstract
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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5
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State- and trait-math anxiety and their relation to math performance in children: The role of core executive functions. Cognition 2020; 200:104271. [PMID: 32428703 DOI: 10.1016/j.cognition.2020.104271] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2019] [Revised: 03/16/2020] [Accepted: 03/18/2020] [Indexed: 11/21/2022]
Abstract
This study examines the interplay of state- and trait-math anxiety (MA) and core executive functions (CEF) on math achievement in children. According to attention control theory, MA affects the CEF by triggering the inhibition function, so that some working memory (WM) is blocked, thus reducing task processing capacity. However, research on the interplay between MA and CEF in children is rare, and the findings in the literature are inconsistent. In this paper, state- and trait-MA, math achievement, CEF (inhibition, cognitive flexibility, working memory capacity, global index of CEF) and self-ratings of ADHD symptoms (attention deficits, hyperactivity, impulsiveness) of 646 fourth and fifth grade students (48.1% girls) are assessed. CEF were evaluated with a tablet-based test. The data revealed negative correlations between state-MA and math achievement for all CEF levels and cognitive processes. However, inhibition control functioned as a moderator of the relation between state-MA and math achievement. Children with higher inhibition abilities showed more pronounced negative relations. No moderation effects were identified for working memory capacity and the CEF global index. The findings highlight the importance of distinguishing between these three CEF and raise questions for future research on the interplay between cognitive and affective factors as predictors of math achievement.
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PICCOLO LDR, GIACOMONI CH, LIMA M, BASSO FP, HAASE VG, ZBORNIK J, SALLES JFD. Translation and cross-cultural adaptation of the Brazilian version of the Reading Anxiety Scale: Short version. ESTUDOS DE PSICOLOGIA (CAMPINAS) 2020. [DOI: 10.1590/1982-0275202037e180169] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract Reading anxiety refers to a negative emotional reaction to the reading process that causes the individual to avoid activities involving reading. To date, there are no instruments to evaluate this construct validated for Brazilian children. This study presents the cultural adaptation of the short version of the Reading Anxiety Scale and the study of its psychometric properties. The adaptation was conducted following standardized procedures: translation of the instrument into Brazilian Portuguese; synthesis of translated versions; evaluation by expert referees; evaluation of the instrument by the target audience; back-translation; pilot study with a clinical sample; preparation of the Reading Anxiety Scale short version; pilot study with typically developed children and the instrument psychometric properties. Factor analisys was used to reduce the number of items of the original scale. The studies of internal consistency and convergent validity suggest initial evidence of validity for the use of this instrument to investigate reading anxiety in Brazilian children.
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Affiliation(s)
| | | | - Melina LIMA
- Universidade do Vale do Rio dos Sinos, Brasil
| | | | | | - John ZBORNIK
- Educational Service Center of Lorain County, United States of America
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7
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Salvador LDS, Moura R, Ferreira FO, Andrade PMO, Carvalho MRS, Haase VG. The Mini-Mental Examination for Children (MMC): Evidence of validity for children with learning difficulties. Dement Neuropsychol 2019; 13:427-435. [PMID: 31844497 PMCID: PMC6907704 DOI: 10.1590/1980-57642018dn13-040010] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
The Mini-Mental Examination for Children (MMC) is a widely used tool for
assessing global cognitive deficits, however,is still unknown whether MMC is
sensitive for investigating cognitive profiles associated with learning
difficulties (LD).
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Affiliation(s)
- Larissa de Souza Salvador
- Graduate Program in Children's and Adolescents Health, Federal University of Minas Gerais (UFMG), Belo Horizonte, MG, Brazil
| | - Ricardo Moura
- Department of Basic Psychological Processes, Institute of Psychology, University of Brasília, (UnB), Brasília, DF, Brazil
| | - Fernanda Oliveira Ferreira
- Department of Basic Sciences of the Federal University of Juiz de Fora, Campus Governador Valadares, MG, Brazil
| | | | - Maria Raquel Santos Carvalho
- Department of General Biology, Institute of Biological Sciences, Federal University of Minas Gerais, Belo Horizonte, MG, Brazil
| | - Vitor Geraldi Haase
- Department of Psychology, Graduate Program in Children's and Adolescents Health, Graduate Program in Psychology: Cognition and Behavior, Graduate Program in Neuroscience, Federal University of Minas Gerais (UFMG).,National Institute of Science and Technology on Cognition, Behavior and Teaching (INCT-ECCE), Belo Horizonte, MG, Brazil
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8
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Zhang J, Zhao N, Kong QP. The Relationship Between Math Anxiety and Math Performance: A Meta-Analytic Investigation. Front Psychol 2019; 10:1613. [PMID: 31447719 PMCID: PMC6692457 DOI: 10.3389/fpsyg.2019.01613] [Citation(s) in RCA: 83] [Impact Index Per Article: 16.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2019] [Accepted: 06/26/2019] [Indexed: 12/17/2022] Open
Abstract
Math anxiety (MA) has been suggested to decrease the math performance of students. However, it remains unclear what factors moderate this relationship. The aim of this research was to explore the link between MA and math performance. Studies that explored the math anxiety-performance link, conducted from 2000 to 2019 (84 samples, N = 8680), were identified and statistically integrated with a meta-analysis method. The results indicated a robust negative math anxiety-performance link. Furthermore, regarding the analysis of moderator variables, this negative link was stronger in the studies that involved Asian students, but this link was the weakest in the studies that involved European students. Moreover, this negative link was stronger in the studies within a senior high school group, whereas it was the weakest in the studies within an elementary group. Finally, this negative link was strongest among studies that used a custom test and studies that assessed problem-solving skills. Potential explanations and implications for research and practice are discussed.
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Affiliation(s)
- Jing Zhang
- Faculty of Education, College of Teacher Education, East China Normal University, Shanghai, China
| | - Nan Zhao
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Qi Ping Kong
- Faculty of Education, College of Teacher Education, East China Normal University, Shanghai, China
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9
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Variables influencing algebra performance: Understanding rational numbers is essential. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2019.101758] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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10
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Júlio-Costa A, Martins AAS, Wood G, de Almeida MP, de Miranda M, Haase VG, Carvalho MRS. Heterosis in COMT Val158Met Polymorphism Contributes to Sex-Differences in Children's Math Anxiety. Front Psychol 2019; 10:1013. [PMID: 31156495 PMCID: PMC6530072 DOI: 10.3389/fpsyg.2019.01013] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2018] [Accepted: 04/16/2019] [Indexed: 01/03/2023] Open
Abstract
Math anxiety (MA) is a phobic reaction to math activities, potentially impairing math achievement. Higher frequency of MA in females is explainable by the interaction between genetic and environmental factors. The molecular-genetic basis of MA has not been investigated. The COMT Val158Met polymorphism, which affects dopamine levels in the prefrontal cortex, has been associated with anxiety manifestations. The valine allele is associated with lower, and the methionine allele with higher, dopamine availability. In the present study, the effects of sex and COMT Val158Met genotypes on MA were investigated: 389 school children aged 7-12 years were assessed for intelligence, numerical estimation, arithmetic achievement and MA and genotyped for COMT Val158Met polymorphism. The Math Anxiety Questionnaire (MAQ) was used to assess the cognitive and affective components of MA. All genotype groups of boys and girls were comparable regarding genotype frequency, age, school grade, numerical estimation, and arithmetic abilities. We compared the results of all possible genetic models: codominance (Val/Val vs. Val/Met vs. Met/Met), heterosis (Val/Met vs. Val/Val plus Met/Met), valine dominance (Val/Val plus Val/Met vs. Met/Met), and methionine dominance (Met/Met plus Val/Met vs. Val/Val). Models were compared using AIC and AIC weights. No significant differences between girls and boys and no effects of the COMT Val158Met polymorphism on numerical estimation and arithmetic achievement were observed. Sex by genotype effects were significant for intelligence and MA. Intelligence scores were higher in Met/Met girls than in girls with at least one valine allele (valine dominance model). The best fitting model for MA was heterosis. In Anxiety Toward Mathematics, heterozygous individuals presented MA levels close to the grand average regardless of sex. Homozygous boys were significantly less and homozygous girls significantly more math anxious. Heterosis has been seldom explored, but in recent years has emerged as the best genetic model for some phenotypes associated with the COMT Val158Met polymorphism. This is the first study to investigate the genetic-molecular basis of MA.
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Affiliation(s)
- Annelise Júlio-Costa
- Departamento de Psicologia, FAFICH, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-graduação em Neurociências, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Aline Aparecida Silva Martins
- Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-Graduação em Genética, Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Guilherme Wood
- Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino (INCT-ECCE), São Carlos, Brazil
- Department of Neuropsychology, Institute of Psychology, University of Graz, Graz, Austria
| | - Máira Pedroso de Almeida
- Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-Graduação em Genética, Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Marlene de Miranda
- Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-Graduação em Genética, Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Vitor Geraldi Haase
- Departamento de Psicologia, FAFICH, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-graduação em Neurociências, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino (INCT-ECCE), São Carlos, Brazil
- Programa de Pós-Graduação em Psicologia: Cognição e Comportamento, Departamento de Psicologia, FAFICH, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-Graduação em Saúde da Criança e Adolescente, Faculdade de Medicina, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Maria Raquel Santos Carvalho
- Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-Graduação em Genética, Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
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Sorvo R, Koponen T, Viholainen H, Aro T, Räikkönen E, Peura P, Tolvanen A, Aro M. Development of math anxiety and its longitudinal relationships with arithmetic achievement among primary school children. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2018.12.005] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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12
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Moustafa AA, Tindle R, Ansari Z, Doyle MJ, Hewedi DH, Eissa A. Mathematics, anxiety, and the brain. Rev Neurosci 2017; 28:417-429. [PMID: 28157694 DOI: 10.1515/revneuro-2016-0065] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2016] [Accepted: 12/10/2016] [Indexed: 11/15/2022]
Abstract
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.
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Sorvo R, Koponen T, Viholainen H, Aro T, Räikkönen E, Peura P, Dowker A, Aro M. Math anxiety and its relationship with basic arithmetic skills among primary school children. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2017; 87:309-327. [PMID: 28258597 DOI: 10.1111/bjep.12151] [Citation(s) in RCA: 61] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2016] [Revised: 12/05/2016] [Indexed: 11/28/2022]
Abstract
BACKGROUND Children have been found to report and demonstrate math anxiety as early as the first grade. However, previous results concerning the relationship between math anxiety and performance are contradictory, with some studies establishing a correlation between them while others do not. These contradictory results might be related to varying operationalizations of math anxiety. AIMS In this study, we aimed to examine the prevalence of math anxiety and its relationship with basic arithmetic skills in primary school children, with explicit focus on two aspects of math anxiety: anxiety about failure in mathematics and anxiety in math-related situations. SAMPLE The participants comprised 1,327 children at grades 2-5. METHODS Math anxiety was assessed using six items, and basic arithmetic skills were assessed using three assessment tasks. RESULTS Around one-third of the participants reported anxiety about being unable to do math, one-fifth about having to answer teachers' questions, and one tenth about having to do math. Confirmatory factor analysis indicated that anxiety about math-related situations and anxiety about failure in mathematics are separable aspects of math anxiety. Structural equation modelling suggested that anxiety about math-related situations was more strongly associated with arithmetic fluency than anxiety about failure. Anxiety about math-related situations was most common among second graders and least common among fifth graders. CONCLUSIONS As math anxiety, particularly about math-related situations, was related to arithmetic fluency even as early as the second grade, children's negative feelings and math anxiety should be identified and addressed from the early primary school years.
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Affiliation(s)
- Riikka Sorvo
- Department of Education, University of Jyväskylä, Finland
| | - Tuire Koponen
- Department of Education, University of Jyväskylä, Finland.,Niilo Mäki Institute, University of Jyväskylä, Finland
| | | | - Tuija Aro
- Niilo Mäki Institute, University of Jyväskylä, Finland.,Department of Psychology, University of Jyväskylä, Finland
| | | | - Pilvi Peura
- Department of Education, University of Jyväskylä, Finland
| | - Ann Dowker
- Department of Experimental Psychology, University of Oxford, UK
| | - Mikko Aro
- Department of Education, University of Jyväskylä, Finland
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14
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Dowker A, Sarkar A, Looi CY. Mathematics Anxiety: What Have We Learned in 60 Years? Front Psychol 2016; 7:508. [PMID: 27199789 PMCID: PMC4842756 DOI: 10.3389/fpsyg.2016.00508] [Citation(s) in RCA: 172] [Impact Index Per Article: 21.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2015] [Accepted: 03/24/2016] [Indexed: 12/29/2022] Open
Abstract
The construct of mathematics anxiety has been an important topic of study at least since the concept of “number anxiety” was introduced by Dreger and Aiken (1957), and has received increasing attention in recent years. This paper focuses on what research has revealed about mathematics anxiety in the last 60 years, and what still remains to be learned. We discuss what mathematics anxiety is; how distinct it is from other forms of anxiety; and how it relates to attitudes to mathematics. We discuss the relationships between mathematics anxiety and mathematics performance. We describe ways in which mathematics anxiety is measured, both by questionnaires, and by physiological measures. We discuss some possible factors in mathematics anxiety, including genetics, gender, age, and culture. Finally, we describe some research on treatment. We conclude with a brief discussion of what still needs to be learned.
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Affiliation(s)
- Ann Dowker
- Department of Experimental Psychology, University of Oxford Oxford, UK
| | - Amar Sarkar
- Department of Experimental Psychology, University of Oxford Oxford, UK
| | - Chung Yen Looi
- Department of Experimental Psychology, University of Oxford Oxford, UK
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15
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Júlio-Costa A, Starling-Alves I, Lopes-Silva JB, Wood G, Haase VG. Stable measures of number sense accuracy in math learning disability: Is it time to proceed from basic science to clinical application? Psych J 2015; 4:218-25. [PMID: 26459122 DOI: 10.1002/pchj.114] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2015] [Accepted: 08/18/2015] [Indexed: 01/29/2023]
Abstract
Math learning disability (MLD) or developmental dyscalculia is a highly prevalent and persistent difficulty in learning arithmetic that may be explained by different cognitive mechanisms. The accuracy of the number sense has been implicated by some evidence as a core deficit in MLD. However, research on this topic has been mainly conducted in demographically selected samples, using arbitrary cut-off scores to characterize MLD. The clinical relevance of the association between number sense and MLD remains to be investigated. In this study, we aimed at assessing the stability of a number sense accuracy measure (w) across five experimental sessions, in two clinically defined cases of MLD. Stable measures of number sense accuracy estimate are required to clinically characterize subtypes of MLD and to make theoretical inferences regarding the underlying cognitive mechanisms. G. A. was a 10-year-old boy with MLD in the context of dyslexia and phonological processing impairment and his performance remained steadily in the typical scores range. The performance of H. V., a 9-year-old girl with MLD associated with number sense inaccuracy, remained consistently impaired across measurements, with a nonsignificant tendency to worsen. Qualitatively, H. V.'s performance was also characterized by greater variability across sessions. Concomitant clinical observations suggested that H. V.'s difficulties could be aggravated by developing symptoms of mathematics anxiety. Results in these two cases are in line with the hypotheses that at least two reliable patterns of cognitive impairment may underlie math learning difficulties in MLD, one related to number sense inaccuracy and the other to phonological processing impairment. Additionally, it indicates the need for more translational research in order to examine the usefulness and validity of theoretical advances in numerical cognition to the clinical neuropsychological practice with MLD.
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Affiliation(s)
- Annelise Júlio-Costa
- Programa de Pós-graduação em Neurociências, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Developmental Neuropsychology Laboratory, Department of Psychology, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Isabella Starling-Alves
- Programa de Pós-graduação em Neurociências, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Developmental Neuropsychology Laboratory, Department of Psychology, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Júlia Beatriz Lopes-Silva
- Programa de Pós-graduação em Neurociências, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Programa de Pós-graduação em Saúde da Criança e do Adolescente, Faculdade de Medicina, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Guilherme Wood
- Department of Neuropsychology, Institute of Psychology, Karl-Franzens-University of Graz, Graz, Austria
| | - Vitor Geraldi Haase
- Programa de Pós-graduação em Neurociências, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Developmental Neuropsychology Laboratory, Department of Psychology, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Programa de Pós-graduação em Saúde da Criança e do Adolescente, Faculdade de Medicina, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
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Carvalho MRS, Vianna G, Oliveira LDFS, Costa AJ, Pinheiro-Chagas P, Sturzenecker R, Zen PRG, Rosa RFM, de Aguiar MJB, Haase VG. Are 22q11.2 distal deletions associated with math difficulties? Am J Med Genet A 2014; 164A:2256-62. [PMID: 24989330 DOI: 10.1002/ajmg.a.36649] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2013] [Accepted: 05/22/2014] [Indexed: 12/27/2022]
Abstract
Approximately 6% of school-aged children have math difficulties (MD). A neurogenetic etiology has been suggested due to the presence of MD in some genetic syndromes such as 22q11.2DS. However, the contribution of 22q11.2DS to the MD phenotype has not yet been investigated. This is the first population-based study measuring the frequency of 22q11.2DS among school children with MD. Children (1,564) were identified in the schools through a screening test for language and math. Of these children, 152 (82 with MD and 70 controls) were selected for intelligence, general neuropsychological, and math cognitive assessments and for 22q11.2 microdeletion screening using MLPA. One child in the MD group had a 22q11.2 deletion spanning the LCR22-4 to LCR22-5 interval. This child was an 11-year-old girl with subtle anomalies, normal intelligence, MD attributable to number sense deficit, and difficulties in social interactions. Only 19 patients have been reported with this deletion. Upon reviewing these reports, we were able to characterize a new syndrome, 22q11.2 DS (LCR22-4 to LCR22-5), characterized by prematurity; pre- and postnatal growth restriction; apparent hypotelorism, short/upslanting palpebral fissures; hypoplastic nasal alae; pointed chin and nose; posteriorly rotated ears; congenital heart defects; skeletal abnormalities; developmental delay, particularly compromising the speech; learning disability (including MD, in one child); intellectual disability; and behavioral problems. These results suggest that 22q11.2 DS (LCR22-4 to LCR22-5) may be one of the genetic causes of MD.
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Affiliation(s)
- Maria Raquel Santos Carvalho
- Pós-Graduação em Genética, Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Minas Gerais, Brazil; Departamento de Biologia Geral, Instituto de Ciências Biológias, Universidade Federal de Minas Gerais, Belo Horizonte, Minas Gerais, Brazil
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Math Anxiety Questionnaire: Similar Latent Structure in Brazilian and German School Children. ACTA ACUST UNITED AC 2012. [DOI: 10.1155/2012/610192] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Math anxiety is a relatively frequent phenomenon often related to low mathematics achievement and dyscalculia. In the present study, the German and the Brazilian versions of the Mathematics Anxiety Questionnaire (MAQ) were examined. The two-dimensional structure originally reported for the German MAQ, that includes both affective and cognitive components of math anxiety was reproduced in the Brazilian version. Moreover, mathematics anxiety also was found to increase with age in both populations and was particularly associated with basic numeric competencies and more complex arithmetics. The present results suggest that mathematics anxiety as measured by the MAQ presents the same internal structure in culturally very different populations.
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