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Piccirilli M, Lanfaloni GA, Buratta L, Ciotti B, Lepri A, Azzarelli C, Ilicini S, D’Alessandro P, Elisei S. Assessment of math anxiety as a potential tool to identify students at risk of poor acquisition of new math skills: longitudinal study of grade 9 Italian students. Front Psychol 2023; 14:1185677. [PMID: 37519365 PMCID: PMC10376798 DOI: 10.3389/fpsyg.2023.1185677] [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: 03/13/2023] [Accepted: 07/03/2023] [Indexed: 08/01/2023] Open
Abstract
Introduction Numerous international educational institutions have sounded the alarm about the gradual increase in the number of students failing to achieve a sufficient level of proficiency in mathematical abilities. Thus, the growing interest in identifying possible solutions and factors interfering with learning seems justified. In recent years, special attention has accrued to the possible role played by emotional factors. Methods In the present investigation, students in the first grade of a technical vocational secondary school are followed to assess the influence of math anxiety (MA) on the development of skill acquisition in calculus. A math skills assessment test is administered on two occasions, at the beginning and end of the school year. Results Results highlighted that the score on the anxiety scale, administered at the beginning of the year, negatively correlated with the score obtained on the mathematics test, administered at the end of the school year: the higher the level of anxiety, the worse the performance. Furthermore, the score obtained in the second administration makes it possible to divide the students tested into two groups: students who improved their performance and students who did not benefit at all from repeating the test. In these two groups, an analysis of the relationships between the outcome of the end-of-year mathematics test and the level of MA at the beginning of the year showed that MA correlates negatively with performance only in students who will fail to acquire new expertise in mathematics over the course of the school year. Discussion The results suggest that MA may interfere with the smooth development of math skills. Assessing the level of MA at the beginning of the school year could prove to be a useful tool in identifying which and how many students are at risk of failing to achieve the skills expected from the usual course of instruction. A consideration of anxiety as one of the variables at play in the genesis of learning difficulties may prompt educators to modify teaching methodology and strategies by increasing focus on the impact of the emotional dimension on learning.
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Affiliation(s)
| | | | - Livia Buratta
- Department of Philosophy, Social Sciences and Education, University of Perugia, Perugia, Italy
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Scheibe DA, Was CA, Dunlosky J, Thompson CA. Metacognitive Cues, Working Memory, and Math Anxiety: The Regulated Attention in Mathematical Problem Solving (RAMPS) Framework. J Intell 2023; 11:117. [PMID: 37367519 DOI: 10.3390/jintelligence11060117] [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: 04/01/2023] [Revised: 05/16/2023] [Accepted: 06/04/2023] [Indexed: 06/28/2023] Open
Abstract
Mathematical problem solving is a process involving metacognitive (e.g., judging progress), cognitive (e.g., working memory), and affective (e.g., math anxiety) factors. Recent research encourages researchers who study math cognition to consider the role that the interaction between metacognition and math anxiety plays in mathematical problem solving. Problem solvers can make many metacognitive judgments during a math problem, ranging from global judgments such as, "Do I care to solve this problem?" to minor cue-based judgments such as, "Is my current strategy successful in making progress toward the correct solution?" Metacognitive monitoring can hinder accurate mathematical problem solving when the monitoring is task-irrelevant; however, task-relevant metacognitive experiences can lead to helpful control decisions in mathematical problem solving such as checking work, considering plausibility of an answer, and considering alternate strategies. Worry and negative thoughts (i.e., math anxiety) can both interfere with the accuracy of metacognitive experiences as cues in mathematical problem solving and lead to avoidance of metacognitive control decisions that could otherwise improve performance. The current paper briefly reviews and incorporates prior literature with current qualitative reports (n = 673) to establish a novel framework of regulated attention in mathematical problem solving (RAMPS).
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Affiliation(s)
- Daniel A Scheibe
- The Psychological Sciences, Kent State University, Kent, OH 44240, USA
| | - Christopher A Was
- The Psychological Sciences, Kent State University, Kent, OH 44240, USA
| | - John Dunlosky
- The Psychological Sciences, Kent State University, Kent, OH 44240, USA
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Cipora K, Santos FH, Kucian K, Dowker A. Mathematics anxiety-where are we and where shall we go? Ann N Y Acad Sci 2022; 1513:10-20. [PMID: 35322431 PMCID: PMC9542812 DOI: 10.1111/nyas.14770] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2021] [Accepted: 02/25/2022] [Indexed: 02/01/2023]
Abstract
In this paper, we discuss several largely undisputed claims about mathematics anxiety (MA) and propose where MA research should focus, including theoretical clarifications on what MA is and what constitutes its opposite pole; discussion of construct validity, specifically relations between self‐descriptive, neurophysiological, and cognitive measures; exploration of the discrepancy between state and trait MA and theoretical and practical consequences; discussion of the prevalence of MA and the need for establishing external criteria for estimating prevalence and a proposal for such criteria; exploration of the effects of MA in different groups, such as highly anxious and high math–performing individuals; classroom and policy applications of MA knowledge; the effects of MA outside educational settings; and the consequences of MA on mental health and well‐being.
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Affiliation(s)
- Krzysztof Cipora
- Centre for Mathematical Cognition, Loughborough University, Loughborough, United Kingdom
| | - Flavia H Santos
- UCD Music and Math Cognition, School of Psychology, University College Dublin, Dublin, Ireland
| | - Karin Kucian
- Center for MR-Research, University Children's Hospital Zurich, Zurich, Switzerland
| | - Ann Dowker
- Department of Experimental Psychology, Oxford University, Oxford, United Kingdom
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Primi C, Donati MA, Izzo VA, Guardabassi V, O'Connor PA, Tomasetto C, Morsanyi K. The Early Elementary School Abbreviated Math Anxiety Scale (the EES-AMAS): A New Adapted Version of the AMAS to Measure Math Anxiety in Young Children. Front Psychol 2020; 11:1014. [PMID: 32528380 PMCID: PMC7253683 DOI: 10.3389/fpsyg.2020.01014] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2019] [Accepted: 04/23/2020] [Indexed: 12/02/2022] Open
Abstract
In the past decade, there has been increasing interest in understanding how and when math anxiety (MA) develops. The incidence and effects of MA in primary school children, and its relations with math achievement, have been investigated. Nevertheless, only a few studies have focused on the first years of primary school, highlighting that initial signs of MA may emerge as early as 6 years of age. Nevertheless, there are some issues with measuring MA in young children. One of these is that, although several scales have been recently developed for this age group, the psychometric properties of most of these instruments have not been adequately tested. There is also no agreement in the number and identity of the factors that underlie MA at this young age. Some scales also consist of several items, which make them impractical to use in multivariate studies, which aim at the simultaneous measurement of several constructs. Finally, most scales have been developed and validated in US populations, and it is unclear if they are appropriate to be used in other countries. In order to address these issues, the current studies aimed at developing a short, new instrument to assess MA in early elementary school students, the Early Elementary School Abbreviated Math Anxiety Scale (the EES-AMAS). This scale is an adapted version of the Abbreviated Math Anxiety Scale (AMAS; Hopko et al., 2003), which is one of the most commonly used scales to measure MA and has been shown to be a valid and reliable measure across a number of countries and age groups. The psychometric properties of the new scale have been investigated by taking into account its dimensionality, reliability, and validity. Moreover, the gender invariance of the scale has been verified by showing the measurement equivalence of the scale when administered to male and female pupils. We have also demonstrated the equivalence of the scale across languages (Italian and English). Overall, the findings confirmed the validity and reliability of the new scale in assessing the early signs of math anxiety and in measuring differences between genders and educational contexts. We have also shown that MA was already related to math performance, and teacher’s ratings of children’s math ability at this young age. Additionally, we have found no gender differences in MA in our samples of 6- and 7-year-old children, an important finding, given the strong evidence for gender differences in MA in older age groups.
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Affiliation(s)
| | - Maria A Donati
- Department of Developmental and Social Psychology, Sapienza University of Rome, Rome, Italy
| | - Viola A Izzo
- NEUROFARBA, University of Florence, Florence, Italy
| | | | | | - Carlo Tomasetto
- Department of Psychology, University of Bologna, Bologna, Italy
| | - Kinga Morsanyi
- School of Psychology, Queen's University, Belfast, United Kingdom
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Fan X, Hambleton RK, Zhang M. Profiles of Mathematics Anxiety Among 15-Year-Old Students: A Cross-Cultural Study Using Multi-Group Latent Profile Analysis. Front Psychol 2019; 10:1217. [PMID: 31191408 PMCID: PMC6546821 DOI: 10.3389/fpsyg.2019.01217] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2018] [Accepted: 05/08/2019] [Indexed: 11/13/2022] Open
Abstract
Using PISA 2012 data, the present study explored profiles of mathematics anxiety (MA) among 15-year old students from Finland, Korea, and the United States to determine the similarities and differences of MA across the three national samples by applying a multi-group latent profile analysis (LPA). The major findings were that (a) three MA profiles were found in all three national samples, i.e., Low MA, Mid MA, and High MA profile, and (b) the percentages of students classified into each of the three MA profiles differed across the Finnish, Korean, and American samples, with United States having the highest prevalence of High MA, and Finland the lowest. Multi-group LPA also provided clear and useful latent profile separation. The High MA profile demonstrated significant poorer mathematics performance and lower mathematics interest, self-efficacy, and self-concept than the Mid and Low MA profiles. Same differences appeared between the Mid and Low MA profiles. The implications of the findings seem clear: (1) it is possible that there is some relative level of universality in MA among 15-year old students which is independent of cultural context; and (2) multi-group LPA could be a useful analytic tool for research on the study of classification and cultural differences of MA.
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Affiliation(s)
- Xizhen Fan
- School of Psychology, South China Normal University, Guangzhou, China
| | - Ronald K. Hambleton
- College of Education, University of Massachusetts Amherst, Amherst, MA, United States
| | - Minqiang Zhang
- School of Psychology, South China Normal University, Guangzhou, China
- Center for Studies of Psychological Application, South China Normal University, Guangzhou, China
- Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
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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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