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Lau NTT, Ansari D, Sokolowski HM. Unraveling the interplay between math anxiety and math achievement. Trends Cogn Sci 2024; 28:937-947. [PMID: 39147645 DOI: 10.1016/j.tics.2024.07.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2024] [Revised: 07/16/2024] [Accepted: 07/18/2024] [Indexed: 08/17/2024]
Abstract
A robust association exists between math anxiety and math achievement, with higher levels of anxiety correlating with lower achievement. Understanding this relationship is crucial due to the importance of math proficiency at individual and societal levels. In this review, we explore two prominent theories: Reduced Competency Theory, which suggests that initial low math achievement leads to math anxiety, and Processing Efficiency Theory, which suggests that math anxiety impairs performance by diverting cognitive resources. While these theories are supported by empirical evidence, they do not fully explain the mediators linking math anxiety and achievement. We propose 'math avoidance' as a critical mediator, suggesting that avoidance behaviors, formed through conditioning, create a feedback loop that exacerbates math anxiety and reduces proficiency.
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Affiliation(s)
- Nathan T T Lau
- Department of Psychology, University of Western Ontario, London, ON, Canada.
| | - Daniel Ansari
- Department of Psychology, University of Western Ontario, London, ON, Canada
| | - H Moriah Sokolowski
- Department of Psychology, Toronto Metropolitan University, Toronto, ON, Canada; Rotman Research Institute, Baycrest Hospital, Toronto, ON, Canada.
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2
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Linares R, Pelegrina S, Delgado-Rodríguez R. Emotional processing of math-related words in people with math anxiety. ANXIETY, STRESS, AND COPING 2024; 37:651-666. [PMID: 38105540 DOI: 10.1080/10615806.2023.2295476] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/21/2022] [Revised: 11/29/2023] [Accepted: 12/11/2023] [Indexed: 12/19/2023]
Abstract
BACKGROUND Research exploring emotional responses to math-related words in individuals with math anxiety (MA) is scarce. Here, we examined MA participants' subjective emotional processing of math-related cues within Lang's bioinformational model of emotion to further understand the role of those cues in MA. METHODS In total, 41 high-MA and 32 low-MA undergraduates rated math-related words, along with neutral, pleasant, and unpleasant words, from the Affective Norms for English Words. The Self-Assessment Manikin was used to calculate valence, arousal, and dominance scores for each word. RESULTS The low-MA group rated math-related words as neutral on the three emotional scales, however, the high-MA group rated them lower and higher for valence and dominance than neutral and unpleasant words, respectively. Moreover, math-related words were rated as more and less activating than neutral and unpleasant words, respectively. The two groups significantly differed in scores on the three scales only for the math-related words. CONCLUSIONS These results provide evidence that individuals with high MA show altered emotional processing of math-related words, experiencing them as moderately aversive and moderately activating. The findings emphasize that the altered emotional processing of words associated with math should be considered a symptom of MA.
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Affiliation(s)
- Rocío Linares
- Department of Psychology, University of Jaén, Jaén, España
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3
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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.
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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
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4
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Cognitive processing features of elementary school children with mathematical anxiety: Attentional control theory-based explanation. J Exp Child Psychol 2022; 224:105513. [PMID: 35914332 DOI: 10.1016/j.jecp.2022.105513] [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: 08/21/2021] [Revised: 07/03/2022] [Accepted: 07/04/2022] [Indexed: 11/19/2022]
Abstract
A growing body of research suggests that mathematical anxiety (MA) seriously affects an individual's math achievement. However, few studies have focused on the cognitive mechanisms of MA in elementary school children. Based on attention control theory (ACT), this research aimed to explore the cognitive mechanism of MA in elementary school children using two studies. In Study 1, the dual-task paradigm of number memory and computation span was used to investigate the difference in processing efficiency between the high-mathematical anxiety (HMA) group and the low-mathematical anxiety (LMA) group. In total, 59 students with HMA and 54 students with LMA participated in Study 1. The results showed that students with HMA had lower processing efficiency in dealing with high-load math tasks. To further investigate the underlying mechanism of low processing efficiency for students with HMA, Study 2 explored the attention bias toward math-related stimuli of students with HMA using the Posner paradigm. In total, 48 students with HMA and 49 students with LMA participated in Study 2. The results showed that math trials put children with HMA in a state of heightened vigilance in general, which might be related to the low processing efficiency in dealing with high-load math tasks. These findings support the ACT and further reveal the mechanism of MA in elementary school children from a cognitive perspective.
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Zaleznik E, Comeau O, Park J. EXPRESS: Arithmetic operations without symbols are unimpaired in adults with math anxiety. Q J Exp Psychol (Hove) 2022; 76:1264-1274. [PMID: 35775834 DOI: 10.1177/17470218221113555] [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: 11/15/2022]
Abstract
This study characterizes a previously unstudied facet of a major causal model of math anxiety. The model posits that impaired "basic number abilities" can lead to math anxiety, but what constitutes a basic number ability remains underdefined. Previous work has raised the idea that our perceptual ability to represent quantities approximately without using symbols constitutes one of the basic number abilities. Indeed, several recent studies tested how participants with math anxiety estimate and compare non-symbolic quantities. However, little is known about how participants with math anxiety perform arithmetic operations (addition and subtraction) on non-symbolic quantities. This is an important question because poor arithmetic performance on symbolic numbers is one of the primary signatures of high math anxiety. To test the question, we recruited 92 participants and asked them to complete a math anxiety survey, two measures of working memory, a timed symbolic arithmetic test, and a non-symbolic "approximate arithmetic" task. We hypothesized that if impaired ability to perform operations was a potential causal factor to math anxiety, we should see relationships between math anxiety and both symbolic and approximate arithmetic. However, if math anxiety relates to precise or symbolic representation, only a relationship between math anxiety and symbolic arithmetic should appear. Our results show no relationship between math anxiety and the ability to perform operations with approximate quantities, suggesting that difficulties performing perceptually based arithmetic operations does not constitute a basic number ability linked to math anxiety.
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Affiliation(s)
- Eli Zaleznik
- Department of Psychological and Brain Sciences 14707
| | - Olivia Comeau
- Department of Psychological and Brain Sciences 14707.,Commonwealth Honors College University of Massachusetts Amherst, U.S.A
| | - Joonkoo Park
- Department of Psychological and Brain Sciences 14707.,Commonwealth Honors College University of Massachusetts Amherst, U.S.A
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6
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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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Lunardon M, Cerni T, Rumiati RI. Numeracy Gender Gap in STEM Higher Education: The Role of Neuroticism and Math Anxiety. Front Psychol 2022; 13:856405. [PMID: 35719488 PMCID: PMC9204305 DOI: 10.3389/fpsyg.2022.856405] [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: 01/17/2022] [Accepted: 04/29/2022] [Indexed: 11/30/2022] Open
Abstract
The under-representation of women in Science, Technology, Engineering, and Mathematics (STEM) is ubiquitous and understanding the roots of this phenomenon is mandatory to guarantee social equality and economic growth. In the present study, we investigated the contribution of non-cognitive factors that usually show higher levels in females, such as math anxiety (MA) and neuroticism personality trait, to numeracy competence, a core component in STEM studies. A sample of STEM undergraduate students, balanced for gender (NF = NM = 70) and Intelligent Quotient (IQ), completed online self-report questionnaires and a numeracy cognitive assessment test. Results show that females scored lower in the numeracy test, and higher in the non-cognitive measures. Moreover, compared to males’, females’ numeracy scores were more strongly influenced by MA and neuroticism. We also tested whether MA association to numeracy is mediated by neuroticism, and whether this mediation is characterized by gender differences. While we failed to detect a significant mediation of neuroticism in the association between MA and numeracy overall, when gender was added as a moderator in this association, neuroticism turned out to be significant for females only. Our findings revealed that non-cognitive factors differently supported numeracy in females and males in STEM programs.
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Affiliation(s)
- Maristella Lunardon
- Neuroscience Area - SISSA, Scuola Internazionale Superiore di Studi Avanzati, Trieste, Italy
| | - Tania Cerni
- Dipartimento di Psicologia e Scienze Cognitive, Università di Trento, Rovereto, Italy
| | - Raffaella I Rumiati
- Neuroscience Area - SISSA, Scuola Internazionale Superiore di Studi Avanzati, Trieste, Italy
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Daches Cohen L, Rubinsten O. Math anxiety and deficient executive control: does reappraisal modulate this link? Ann N Y Acad Sci 2022; 1513:108-120. [PMID: 35389529 PMCID: PMC9544869 DOI: 10.1111/nyas.14772] [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] [Indexed: 11/21/2022]
Abstract
The literature suggests an interplay between executive control functions and emotion regulation processes, with each playing a key role in math anxiety. We examined the relation between the use of two different emotion regulation strategies (reappraisal and suppression) and the ability to reduce emotional interference in high‐conflict situations (i.e., executive control of attention) in cases of math anxiety. A sample of 107 adults completed emotion regulation tendencies and math anxiety questionnaires and performed a flanker task following the priming of a math‐related or negative word. The findings revealed: (1) highly math‐anxious individuals had difficulty controlling emotional distractions induced by math information, even as simple as math‐related words, in high‐conflict conditions; and (2) the tendency to use reappraisal in everyday situations was associated with math‐anxious individuals’ ability to avoid heightened emotional reactions when encountering math‐related (i.e., threatening) information. These findings point to the efficacy of reappraisal‐focused intervention and suggest an innovative mechanism through which reappraisal reduces emotional reactions and improves performance among math‐anxious individuals, indicating a new way to approach interventions for math anxiety.
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Affiliation(s)
- Lital Daches Cohen
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Orly Rubinsten
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel
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9
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Korem N, Cohen LD, Rubinsten O. The link between math anxiety and performance does not depend on working memory: A network analysis study. Conscious Cogn 2022; 100:103298. [PMID: 35217396 DOI: 10.1016/j.concog.2022.103298] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2021] [Revised: 02/07/2022] [Accepted: 02/08/2022] [Indexed: 12/19/2022]
Abstract
Math anxiety (MA) and working memory (WM) influence math performance. Yet the interplay between them is not fully understood. Inconsistent results possibly stem from the multicomponent structure of math performance and WM. Using network analysis approach, we investigated the drivers of the MA, WM and math performance edges, and the contribution of each node to the network. First, 116 women completed a battery of tests and questionnaires. Second, we explored the generalizability of our model by applying it to a new data-set (Skagerlund et al., 2019; conceptual replication). The results revealed: (1) the links between MA and WM depend on specific task properties, specifically, WM tasks that require manipulation of numbers; (2) WM and MA are independently linked to math performance; and (3) each WM task is associated with different math abilities. The study provides a strong and reliable model showing the direct effects of math anxiety on math performance.
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Affiliation(s)
- Nachshon Korem
- Department of Psychiatry, Yale University School of Medicine, New Haven, CT, USA; Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Israel.
| | - Lital Daches Cohen
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Israel; Department of Learning Disabilities, University of Haifa, Israel
| | - Orly Rubinsten
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Israel; Department of Learning Disabilities, University of Haifa, Israel
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10
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Disentangling the individual and contextual effects of math anxiety: A global perspective. Proc Natl Acad Sci U S A 2022; 119:2115855119. [PMID: 35131942 PMCID: PMC8851526 DOI: 10.1073/pnas.2115855119] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/20/2021] [Indexed: 11/18/2022] Open
Abstract
Using three large-scale international assessments of student achievement, the current study examined the antecedents of math anxiety and the relation between math anxiety and math achievement across the globe. Results suggest that individual math anxiety is negatively associated with math achievement across the globe. Importantly, we uncovered a contextual effect of math anxiety where the level of math anxiety in one’s educational peer group predicts math achievement above and beyond what could be predicted by one’s own math anxiety. Further, there is significant between-country variability in this contextual effect—only half of the examined countries’ contextual effect was statistically significant. Our results reveal an effect of educational peer’s math anxiety on math achievement and reinforce extant research findings. Math anxiety is a common affective disorder in students that is characterized by intrusive thoughts that disrupt critical cognitive resources required for math problem-solving. Consistent associations between math anxiety and math achievement have been observed across countries and age groups, placing math anxiety among other important correlates of math achievement, such as socioeconomic status and magnitude representation ability. However, studies examining math anxiety’s relation to achievement have largely focused on the effect of students’ own math anxiety (individual effect), while little is known regarding the effect of math anxiety in students’ educational context (contextual effect). Using three international studies of achievement (n = 1,175,515), we estimated both the individual and contextual effects of math anxiety across the globe. Results suggest that while there are consistent individual effects in virtually all countries examined, the contextual effects are varied, with only approximately half of the countries exhibiting a contextual effect. Additionally, we reveal that teacher confidence in teaching math is associated with a reduction of the individual effect, and country’s level of uncertainty avoidance is related to a lessening of the contextual effect. Finally, we uncovered multiple predictors of math anxiety; notably, student perception of teacher competence was negative related with math anxiety, and parental homework involvement was positively related with math anxiety. Taken together, these results suggest that there are significant between-country differences in how math anxiety may be related with math achievement and suggest that education and cultural contexts as important considerations in understanding math anxiety’s effects on achievement.
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11
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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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12
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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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14
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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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Moustafa AA, Porter A, Megreya AM. Mathematics anxiety and cognition: an integrated neural network model. Rev Neurosci 2020; 31:287-296. [PMID: 31730536 DOI: 10.1515/revneuro-2019-0068] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2019] [Accepted: 08/07/2019] [Indexed: 01/06/2023]
Abstract
Many students suffer from anxiety when performing numerical calculations. Mathematics anxiety is a condition that has a negative effect on educational outcomes and future employment prospects. While there are a multitude of behavioral studies on mathematics anxiety, its underlying cognitive and neural mechanism remain unclear. This article provides a systematic review of cognitive studies that investigated mathematics anxiety. As there are no prior neural network models of mathematics anxiety, this article discusses how previous neural network models of mathematical cognition could be adapted to simulate the neural and behavioral studies of mathematics anxiety. In other words, here we provide a novel integrative network theory on the links between mathematics anxiety, cognition, and brain substrates. This theoretical framework may explain the impact of mathematics anxiety on a range of cognitive and neuropsychological tests. Therefore, it could improve our understanding of the cognitive and neurological mechanisms underlying mathematics anxiety and also has important applications. Indeed, a better understanding of mathematics anxiety could inform more effective therapeutic techniques that in turn could lead to significant improvements in educational outcomes.
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Affiliation(s)
- Ahmed A Moustafa
- School of Social Sciences and Psychology, Western Sydney University, 2 Bullecourt Ave, Milperra, 2214 Sydney, New South Wales, Australia.,Marcs Institute for Brain and Behaviour, Western Sydney University, 2 Bullecourt Ave, Milperra, 2214 Sydney, New South Wales, Australia
| | - Angela Porter
- School of Social Sciences and Psychology, Western Sydney University, 2 Bullecourt Ave, Milperra, 2214 Sydney, New South Wales, Australia
| | - Ahmed M Megreya
- College of Education, Qatar University, 1 Al Jamiaa St, 1021 Doha, Qatar
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Pelegrina S, Justicia-Galiano MJ, Martín-Puga ME, Linares R. Math Anxiety and Working Memory Updating: Difficulties in Retrieving Numerical Information From Working Memory. Front Psychol 2020; 11:669. [PMID: 32328018 PMCID: PMC7160366 DOI: 10.3389/fpsyg.2020.00669] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2020] [Accepted: 03/19/2020] [Indexed: 11/13/2022] Open
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17
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Cui S, Zhang J, Guan D, Zhao X, Si J. Antecedents of statistics anxiety: An integrated account. PERSONALITY AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.paid.2019.02.036] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Rubinsten O, Marciano H, Eidlin Levy H, Daches Cohen L. A Framework for Studying the Heterogeneity of Risk Factors in Math Anxiety. Front Behav Neurosci 2018; 12:291. [PMID: 30559654 PMCID: PMC6286963 DOI: 10.3389/fnbeh.2018.00291] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2018] [Accepted: 11/12/2018] [Indexed: 11/13/2022] Open
Abstract
Math anxiety is a prevalent disorder which affects many people worldwide. Here, we draw together ample evidence to suggest a dynamic developmental bio-psycho-social model. The model highlights the complex pathways towards the development of math anxiety, with a focus on dynamism. That is, math anxiety is viewed here as a dynamic interplay between environmental (parenting style, as well as social style including teachers' attitude, instruction strategies and wider social effects) and intrinsic factors (i.e., neuro-cognitive and genetic predispositions, including brain malfunctions, heritability, predisposition towards general anxiety) and basic numerical cognition and affective factors. The model predicts that the dynamic interplay between these factors can either prevent or promote math anxiety's effects on the development of heterogeneous symptoms. Considering the universal nature of math anxiety, a systematic description of the vulnerability factors that contribute to the development of math anxiety is vital. Such information may be of particular value in informing the design of preventive interventions as well as of specific intervention tools.
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Affiliation(s)
- Orly Rubinsten
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
- Department of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Hadas Marciano
- Department of Psychology, Tel Hai College, Kiryat-Shmona, Israel
- Ergonomics and Human Factors Unit, University of Haifa, Haifa, Israel
| | - Hili Eidlin Levy
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
- Department of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Lital Daches Cohen
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
- Department of Learning Disabilities, University of Haifa, Haifa, Israel
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Ashkenazi S, Najjar D. Non-adaptive strategy selection in adults with high mathematical anxiety. Sci Rep 2018; 8:10744. [PMID: 30013166 PMCID: PMC6048056 DOI: 10.1038/s41598-018-27763-w] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2017] [Accepted: 05/29/2018] [Indexed: 11/25/2022] Open
Abstract
Participants with mathematical anxiety (MA) tend to show particular difficulty in mathematical operations with high working memory (WM) demands compared to operations with lower WM demands. Accordingly, we examined strategy selection to test the cognitive mechanism underlying the observed weakness of high MA participants in mathematical operations with high WM demands. We compared two groups of college students with high or low MA, in the solution of simple non-carry addition problems (e.g., 54 + 63) and complex carryover addition problems (e.g., 59 + 63). The results indicated that high MA participants showed particular difficulty in the harder carry condition. Testing the strategy selection mechanism among high MA participants, we found in the carry condition 1) they used the common strategy less often compared to low MA participants and 2) employed unusual strategies more often compared to low MA participants. Therefore, high MA participants were less efficient in their strategy selection, which may be due to weaker spatial representations, numerical difficulties, or less experience solving complex problems. These primitive representations are not adaptive, and can negatively impact performance in math tasks with high WM demands.
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Affiliation(s)
- Sarit Ashkenazi
- Learning Disabilities, the Seymour Fox School of Education, the Hebrew University of Jerusalem, Mount Scopus, Jerusalem, 91905, Israel.
| | - Deema Najjar
- Learning Disabilities, the Seymour Fox School of Education, the Hebrew University of Jerusalem, Mount Scopus, Jerusalem, 91905, Israel
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20
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Ashkenazi S. Intentional and automatic processing of numerical information in mathematical anxiety: testing the influence of emotional priming. Cogn Emot 2018; 32:1700-1707. [PMID: 29400601 DOI: 10.1080/02699931.2018.1435504] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Current theoretical approaches suggest that mathematical anxiety (MA) manifests itself as a weakness in quantity manipulations. This study is the first to examine automatic versus intentional processing of numerical information using the numerical Stroop paradigm in participants with high MA. To manipulate anxiety levels, we combined the numerical Stroop task with an affective priming paradigm. We took a group of college students with high MA and compared their performance to a group of participants with low MA. Under low anxiety conditions (neutral priming), participants with high MA showed relatively intact number processing abilities. However, under high anxiety conditions (mathematical priming), participants with high MA showed (1) higher processing of the non-numerical irrelevant information, which aligns with the theoretical view regarding deficits in selective attention in anxiety and (2) an abnormal numerical distance effect. These results demonstrate that abnormal, basic numerical processing in MA is context related.
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Affiliation(s)
- Sarit Ashkenazi
- a Learning Disabilities, The Seymour Fox School of Education , The Hebrew University of Jerusalem , Jerusalem , Israel
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21
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Daches Cohen L, Rubinsten O. Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School. Front Psychol 2017; 8:1939. [PMID: 29180973 PMCID: PMC5693896 DOI: 10.3389/fpsyg.2017.01939] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2017] [Accepted: 10/20/2017] [Indexed: 12/21/2022] Open
Abstract
Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother's math anxiety and maternal behaviors (environmental factors); (b) children's arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children's math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers' attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children's skills should be taken into consideration. Implications for researchers, parents, and educators are discussed.
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Affiliation(s)
- Lital Daches Cohen
- The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Orly Rubinsten
- The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel
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22
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Pizzie RG, Kraemer DJM. Avoiding math on a rapid timescale: Emotional responsivity and anxious attention in math anxiety. Brain Cogn 2017; 118:100-107. [PMID: 28826050 DOI: 10.1016/j.bandc.2017.08.004] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2017] [Revised: 08/09/2017] [Accepted: 08/12/2017] [Indexed: 11/17/2022]
Abstract
Math anxiety (MA) is characterized by negative feelings towards mathematics, resulting in avoidance of math classes and of careers that rely on mathematical skills. Focused on a long timescale, this research may miss important cognitive and affective processes that operate moment-to-moment, changing rapid reactions even when a student simply sees a math problem. Here, using fMRI with an attentional deployment paradigm, we show that MA influences rapid spontaneous emotional and attentional responses to mathematical stimuli upon brief presentation. Critically, participants viewed but did not attempt to solve the problems. Indicating increased threat reactivity to even brief presentations of math problems, increased MA was associated with increased amygdala response during math viewing trials. Functionally and anatomically defined amygdala ROIs yielded similar results, indicating robustness of the finding. Similar to the pattern of vigilance and avoidance observed in specific phobia, behavioral results of the attentional paradigm demonstrated that MA is associated with attentional disengagement for mathematical symbols. This attentional avoidance is specific to math stimuli; when viewing negatively-valenced images, MA is correlated with attentional engagement, similar to other forms of anxiety. These results indicate that even brief exposure to mathematics triggers a neural response related to threat avoidance in highly MA individuals.
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Affiliation(s)
- Rachel G Pizzie
- Department of Education and Department of Psychological and Brain Sciences, Dartmouth College, USA.
| | - David J M Kraemer
- Department of Education and Department of Psychological and Brain Sciences, Dartmouth College, USA
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Georges C, Hoffmann D, Schiltz C. How Math Anxiety Relates to Number-Space Associations. Front Psychol 2016; 7:1401. [PMID: 27683570 PMCID: PMC5021703 DOI: 10.3389/fpsyg.2016.01401] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2016] [Accepted: 09/01/2016] [Indexed: 11/23/2022] Open
Abstract
Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioral evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes) effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number–space associations constitute a potential risk factor of math anxiety.
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Affiliation(s)
- Carrie Georges
- Institute of Cognitive Science and Assessment, Research Unit Education, Culture, Cognition and Society, Faculty of Language and Literature, Humanities, Arts and Education, University of Luxembourg Esch-Belval, Luxembourg
| | - Danielle Hoffmann
- Luxembourg Centre for Educational Testing, Faculty of Language and Literature, Humanities, Arts and Education, University of Luxembourg Esch-Belval, Luxembourg
| | - Christine Schiltz
- Institute of Cognitive Science and Assessment, Research Unit Education, Culture, Cognition and Society, Faculty of Language and Literature, Humanities, Arts and Education, University of Luxembourg Esch-Belval, Luxembourg
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Chang H, Beilock SL. The math anxiety-math performance link and its relation to individual and environmental factors: a review of current behavioral and psychophysiological research. Curr Opin Behav Sci 2016. [DOI: 10.1016/j.cobeha.2016.04.011] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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25
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Suárez-Pellicioni M, Núñez-Peña MI, Colomé À. Attentional bias in high math-anxious individuals: evidence from an emotional Stroop task. Front Psychol 2015; 6:1577. [PMID: 26539137 PMCID: PMC4609828 DOI: 10.3389/fpsyg.2015.01577] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2015] [Accepted: 09/29/2015] [Indexed: 11/17/2022] Open
Abstract
Attentional bias toward threatening or emotional information is considered a cognitive marker of anxiety, and it has been described in various clinical and subclinical populations. This study used an emotional Stroop task to investigate whether math anxiety is characterized by an attentional bias toward math-related words. Two previous studies failed to observe such an effect in math-anxious individuals, although the authors acknowledged certain methodological limitations that the present study seeks to avoid. Twenty high math-anxious (HMA) and 20 low math-anxious (LMA) individuals were presented with an emotional Stroop task including math-related and neutral words. Participants in the two groups did not differ in trait anxiety or depression. We found that the HMA group showed slower response times to math-related words than to neutral words, as well as a greater attentional bias (math-related – neutral difference score) than the LMA one, which constitutes the first demonstration of an attentional bias toward math-related words in HMA individuals.
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Affiliation(s)
- Macarena Suárez-Pellicioni
- Department of Behavioural Sciences Methods, Faculty of Psychology, University of Barcelona Barcelona, Spain ; Institute for Brain, Cognition and Behaviour, University of Barcelona Barcelona, Spain
| | - Maria Isabel Núñez-Peña
- Department of Behavioural Sciences Methods, Faculty of Psychology, University of Barcelona Barcelona, Spain ; Institute for Brain, Cognition and Behaviour, University of Barcelona Barcelona, Spain
| | - Àngels Colomé
- Institute for Brain, Cognition and Behaviour, University of Barcelona Barcelona, Spain ; Department of Basic Psychology, Faculty of Psychology, University of Barcelona Barcelona, Spain
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