1
|
Cuder A, Pellizzoni S, Di Marco M, Blason C, Doz E, Giofrè D, Passolunghi MC. The impact of math anxiety and self-efficacy in middle school STEM choices: A 3-year longitudinal study. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024. [PMID: 38977942 DOI: 10.1111/bjep.12707] [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: 01/31/2024] [Accepted: 06/28/2024] [Indexed: 07/10/2024]
Abstract
INTRODUCTION In today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in adulthood. However, few studies examined how these factors may influence STEM choices as early as middle school. This study aims to assess how math anxiety, math self-efficacy, math performance and gender influence STEM school choices during middle school. METHODS We longitudinally assessed a group of 109 students (Year 6) over three school years, with measurements taken on three different occasions. RESULTS Findings indicated that individuals who made an STEM school choice experienced lower math anxiety, higher self-efficacy and math performance and were predominantly male. Furthermore, the results indicated that both math anxiety in Year 7 and self-efficacy in Year 6 made the most substantial unique contributions to the STEM school choice. CONCLUSION Math anxiety and math self-efficacy seem to be both crucial in influencing middle school students' STEM choices, offering new perspectives for early interventions aimed at promoting more informed school choices.
Collapse
Affiliation(s)
- Alessandro Cuder
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | | | - Miriana Di Marco
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | - Claudia Blason
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | - Eleonora Doz
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | - David Giofrè
- Department of Educational Sciences, University of Genoa, Genoa, Italy
| | | |
Collapse
|
2
|
Wang C, Xu Q, Fei WQ. The effect of student-perceived teacher support on math anxiety: chain mediation of teacher-student relationship and math self-efficacy. Front Psychol 2024; 15:1333012. [PMID: 38725950 PMCID: PMC11081034 DOI: 10.3389/fpsyg.2024.1333012] [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: 11/04/2023] [Accepted: 04/02/2024] [Indexed: 05/12/2024] Open
Abstract
Introduction This study investigates the mechanisms linking students' perceived teacher support with math anxiety, focusing on the mediating roles of the teacher-student relationship and mathematics self-efficacy. Methods The research was conducted with 401 fifth-grade students in China, utilizing scales for Students' Perceived Teacher Support, Teacher-Student Relationship, Math Self-Efficacy, and Math Anxiety. Results Findings revealed that student-perceived math teacher support, teacher-student relationship, and math self-efficacy were all significantly negatively correlated with math anxiety. It was notably found that student-perceived math teacher support influenced math anxiety through the chain mediation of teacher-student relationship and math self-efficacy. Additionally, the effect of students' perceived emotional support from math teachers on math anxiety, mediated by teacher-student relationship intimacy, was significant only among male students. Discussion These results underscore the importance of fostering positive teacher-student interactions and enhancing self-efficacy to reduce math anxiety among primary school students. The gender-specific findings regarding emotional support and relationship intimacy highlight the need for tailored strategies in addressing math anxiety.
Collapse
Affiliation(s)
- Chao Wang
- Department of Psychology, School of Teacher Education, Huzhou University, Huzhou, China
- Huzhou Key Laboratory of Brain Science and Child Learning, Huzhou, China
- Department of Psychology, Neuroscience and Behaviour, McMaster University, Hamilton, ON, Canada
| | - Qing Xu
- Department of Psychology, School of Teacher Education, Huzhou University, Huzhou, China
| | - Wei-qun Fei
- Huzhou Mental Health Education Guidance Center for Primary and Secondary Schools, Huzhou, China
| |
Collapse
|
3
|
Cuder A, Živković M, Doz E, Pellizzoni S, Passolunghi MC. The relationship between math anxiety and math performance: The moderating role of visuospatial working memory. J Exp Child Psychol 2023; 233:105688. [PMID: 37156081 DOI: 10.1016/j.jecp.2023.105688] [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: 08/10/2022] [Revised: 02/17/2023] [Accepted: 03/23/2023] [Indexed: 05/10/2023]
Abstract
According to the processing efficiency theory (PET), math anxiety would interfere with working memory resources, negatively affecting mathematical abilities. To date, few studies have explored how the interaction between math anxiety and working memory would affect different types of math tasks, especially in primary school children. Therefore, the purpose of this study was to explore whether the interplay between math anxiety and working memory would influence performance in numerical operations (i.e., math fluency task) and mathematical reasoning (i.e., math reasoning task) in a group of primary school children (N = 202). Results showed that visuospatial working memory appeared to moderate the relationship between math anxiety and math performance when the math fluency task was considered, indicating that participants with higher levels of working memory were more negatively affected by math anxiety. No interaction effect was found for the math reasoning task in which students' scores were explained only by visuospatial working memory. The findings suggest that math anxiety and visuospatial working memory interact to influence performance in the math fluency task and that this effect may vary depending on the strategies used to complete the task. On the other hand, results on the math reasoning task showed that visuospatial working memory continues to have a positive effect on the math performance independently of math anxiety. The implications in the educational setting are discussed, pointing to the importance of monitoring and intervention studies on affective factors.
Collapse
Affiliation(s)
- Alessandro Cuder
- Department of Life Sciences, University of Trieste, 34128 Trieste, Italy
| | - Marija Živković
- Department of Life Sciences, University of Trieste, 34128 Trieste, Italy
| | - Eleonora Doz
- Department of Life Sciences, University of Trieste, 34128 Trieste, Italy
| | - Sandra Pellizzoni
- Department of Life Sciences, University of Trieste, 34128 Trieste, Italy.
| | | |
Collapse
|
4
|
Mammarella IC, Caviola S, Rossi S, Patron E, Palomba D. Multidimensional components of (state) mathematics anxiety: Behavioral, cognitive, emotional, and psychophysiological consequences. Ann N Y Acad Sci 2023; 1523:91-103. [PMID: 36964993 DOI: 10.1111/nyas.14982] [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: 03/27/2023]
Abstract
The present study aimed to analyze the different components of state mathematics anxiety that students experienced while solving calculation problems by manipulating their stress levels. A computerized mathematical task was administered to 165 fifth-graders randomly assigned to three different groups: positive, negative, and control conditions, in which positive, negative, or no feedback during the task was given, respectively. Behavioral (task performance), emotional (negative feelings), cognitive (worrisome thoughts and perceived competence), and psychophysiological responses (skin conductance and vagal withdrawal) were analyzed. Behavioral responses did not differ in the positive and negative conditions, while the latter was associated with children's reportedly negative emotional states, worries, and perceived lack of competence. The stress induced in the negative condition led to an increase in skin conductance and cardiac vagal withdrawal in children. Our data suggest the importance of considering students' interpretation of mathematics-related experiences, which might affect their emotional, cognitive, and psychophysiological responses.
Collapse
Affiliation(s)
- Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy
| | - Sara Caviola
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy
- School of Psychology, University of Leeds, Leeds, UK
| | - Serena Rossi
- Centre for Mathematical Cognition, Loughborough University, Loughborough, UK
| | - Elisabetta Patron
- Department of General Psychology, University of Padova, Padova, Italy
| | - Daniela Palomba
- Department of General Psychology, University of Padova, Padova, Italy
| |
Collapse
|
5
|
Guzmán B, Rodríguez C, Ferreira RA. Moderated-moderation effect of parents’ math anxiety and home numeracy activities on young children’s math performance-anxiety relationship. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
|
6
|
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.
Collapse
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
| |
Collapse
|
7
|
O'Hara G, Kennedy H, Naoufal M, Montreuil T. The role of the classroom learning environment in students' mathematics anxiety: A scoping review. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 92:1458-1486. [PMID: 35538624 DOI: 10.1111/bjep.12510] [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: 01/21/2021] [Accepted: 03/19/2022] [Indexed: 11/30/2022]
Abstract
BACKGROUND Math anxiety is a common experience that interferes with learning and achievement in mathematics. Considering that mathematics learning mostly takes place within the classroom, it is critical to examine how math anxiety develops in this context. AIMS The purpose of the current scoping review was to identify classroom-learning environment factors associated with math anxiety in elementary and high school students. SAMPLE(S) Out of an initial sample of 3011 studies, 28 were eligible for inclusion. METHODS Data on author(s), publication year, and study location; sample demographics; classroom variables; intervention details (if applicable); measures; and key results were extracted from articles. RESULTS Numerous protective and vulnerability factors were identified. CONCLUSIONS Directions for future research and methodological implications were explored.
Collapse
Affiliation(s)
- Gabrielle O'Hara
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
| | - Heather Kennedy
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
| | - Michael Naoufal
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
| | - Tina Montreuil
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada.,Department of Psychiatry, Faculty of Medicine and Health Sciences, McGill University, Montreal, Quebec, Canada.,Research Institute - McGill University Health Centre, Montreal, Quebec, Canada
| |
Collapse
|
8
|
SI J, GUO K, ZHAO X, ZHANG M, LI H, HUANG B, XU Y. Transition of latent classes of children’s mathematics anxiety in primary school and the distinctive effects of parental educational involvement: A three-wave longitudinal study. ACTA PSYCHOLOGICA SINICA 2022. [DOI: 10.3724/sp.j.1041.2022.00355] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
9
|
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.
Collapse
|
10
|
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.
Collapse
|
11
|
Li H, Zhang A, Zhang M, Huang B, Zhao X, Gao J, Si J. Concurrent and longitudinal associations between parental educational involvement, teacher support, and math anxiety: The role of math learning involvement in elementary school children. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.101984] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
12
|
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.
Collapse
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.
| |
Collapse
|
13
|
Guzmán B, Rodríguez C, Ferreira RA. Longitudinal Performance in Basic Numerical Skills Mediates the Relationship Between Socio-Economic Status and Mathematics Anxiety: Evidence From Chile. Front Psychol 2021; 11:611395. [PMID: 33519625 PMCID: PMC7841346 DOI: 10.3389/fpsyg.2020.611395] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Accepted: 12/21/2020] [Indexed: 11/22/2022] Open
Abstract
Socio-economic status (SES) and mathematical performance seem to be risk factors of mathematics anxiety (MA) in both children and adults. However, there is little evidence about how exactly these three constructs are related, especially during early stages of mathematical learning. In the present study, we assessed longitudinal performance in symbolic and non-symbolic basic numerical skills in pre-school and second grade students, as well as MA in second grade students. Participants were 451 children (average pre-school age = 5 years, 6 months) from 12 schools in Chile, which differed in school vulnerability index (SVI), an indicator of SES. We tested an explanatory model of MA that included SES and longitudinal performance in basic numerical skills as predictors. The results showed a direct effect of SES on MA and a mediating effect of performance in symbolic and non-symbolic comparison tasks in pre-school. However, in second grade, only performance in symbolic comparison significantly mediated the SES-MA relationship. These findings suggest that performance in non-symbolic comparison plays an important role in explaining MA at initial stages, but that its influence is no longer significant by the time children reach formal instruction in second grade. By contrast, as children's formal educational experience in mathematics increases, MA becomes linked primarily to symbolic numerical tasks. In sum, SES affects MA and this is due in part to the effect of SES on the development of numerical learning in pre-school, which in turn has an impact on subsequent, more complex learning, ultimately leading to differences in MA. We discuss the implications of these findings for preventing and acting upon the emergence of MA.
Collapse
Affiliation(s)
- Bárbara Guzmán
- Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepción, Chile
| | - Cristina Rodríguez
- Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepción, Chile
- Facultad de Psicología, Universidad de la Laguna, Tenerife, Spain
| | - Roberto A. Ferreira
- Facultad de Educación, Pontificia Universidad Católica de Chile, Santiago, Chile
| |
Collapse
|
14
|
Passolunghi MC, De Vita C, Pellizzoni S. Math anxiety and math achievement: The effects of emotional and math strategy training. Dev Sci 2020; 23:e12964. [PMID: 32159906 DOI: 10.1111/desc.12964] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2019] [Revised: 02/21/2020] [Accepted: 03/04/2020] [Indexed: 11/27/2022]
Abstract
Math anxiety (MA) is a specific feeling of tension generated by the manipulation of numerical stimuli in daily life and academic situations (Richardson & Suinn, 1972). This condition has significant repercussions on the individual's life at personal, social, and economic level. Literature on the topic of MA alleviation, however, is still scarce. This study aims at contributing to this field by addressing MA prevention in school-age children. We have developed two different training methods administered to two groups of fourth graders: (a) MA training focusing on identifying and copying with MA-related feelings (N = 76); and (b) Math strategy training focusing on supplementary exercises to enhance calculation strategies (N = 76). We also carried out a Control training involving a range of activities, such as reading comic strips, describing characters in the story, and combining text and images to obtain an original narrative text (N = 72). We evaluated the differential effects of these training methods on MA, general anxiety, and math achievement before and after the training. Results indicate that MA training contributes to a decrease in MA level, although it does not appear to affect math achievement; Math strategy training, on the other hand, results in far transfer on a reduction of MA level as well as near transfer on the improvement of math achievement. Data are discussed in terms of specific mechanisms underlying each type of training method, and with specific focus on the evaluation of educational and developmental opportunities linked to MA prevention and improvement of math abilities in school-age children.
Collapse
Affiliation(s)
| | - Chiara De Vita
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | | |
Collapse
|