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Perchtold-Stefan CM, Schertler M, Paechter M, Fink A, Weiss EM, Papousek I. Learning to be inventive in the face of statistics: A positive reappraisal intervention for statistics anxiety. J Behav Ther Exp Psychiatry 2024; 82:101913. [PMID: 37757655 DOI: 10.1016/j.jbtep.2023.101913] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/25/2022] [Revised: 06/24/2023] [Accepted: 09/21/2023] [Indexed: 09/29/2023]
Abstract
BACKGROUND AND OBJECTIVES The burden of statistics anxiety on students calls for effective interventions. This study investigated whether a cognitive reappraisal training designed to stimulate the generation of positive re-interpretations may yield behavioral changes in anxiety measures and changes in cerebral activation patterns reflecting the activation of approach/avoidance motivational tendencies (frontal EEG alpha asymmetry response). METHODS Three groups of female psychology students (n = 45) with statistics anxiety were tested. Two groups received a guided, two-week reappraisal training with either statistics-anxiety or general anxiety situations; the control group received no intervention. RESULTS Both training groups significantly increased their amount of positive re-interpretations from pre-to post-test compared to the control group. Increased habitual use of reappraisal in statistics situations and significant EEG changes reflecting more approach-oriented coping with anxiety occurred in the statistics-anxiety training group only. No changes in statistics anxiety and statistics attitudes were observed, suggesting that the training effects, though corroborated through neurophysiological changes, did not sufficiently translate to improving students' deep-rooted anxiety. LIMITATIONS Effects, though robust and following the same pattern, were observed in a small sample. CONCLUSIONS Our findings delineate a promising expandable approach for helping students' cope with statistics anxiety in a healthier way.
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Affiliation(s)
| | - Magdalena Schertler
- Center for Disability and Integration, University of St. Gallen, Switzerland
| | - Manuela Paechter
- Educational Psychology Unit, Department of Psychology, University of Graz, Austria
| | - Andreas Fink
- Biological Psychology Unit, Department of Psychology, University of Graz, Austria
| | - Elisabeth M Weiss
- Clinical Psychology Unit, Department of Psychology, University of Innsbruck, Austria
| | - Ilona Papousek
- Biological Psychology Unit, Department of Psychology, University of Graz, Austria
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2
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Pizzie RG, Kraemer DJM. Strategies for remediating the impact of math anxiety on high school math performance. NPJ SCIENCE OF LEARNING 2023; 8:44. [PMID: 37779133 PMCID: PMC10543627 DOI: 10.1038/s41539-023-00188-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 08/31/2023] [Indexed: 10/03/2023]
Abstract
Students with math anxiety experience excessive levels of negative emotion, including intrusive and distracting thoughts, when attempting to learn about math or complete a math assignment. Consequently, math anxiety is associated with maladaptive study skills, such as avoidance of homework and test preparation, creating significant impediments for students to fulfill their potential in math classes. To combat the impact of math anxiety on academic performance, we introduced two classroom-based interventions across two samples of high school math students: one intervention focused on emotion regulation (ER) using cognitive reappraisal, a technique for reframing an anxious situation, and the other intervention encouraged students to improve their study habits. The Study Skills (SS) intervention was associated with increased grades for highly anxious students during the intervention period, whereas the ER intervention was less efficacious in countering anxiety-related decreases in grade performance. The SS intervention encouraged highly math-anxious students to incorporate self-testing and overcome avoidant behaviors, increasing academic performance and ameliorating performance deficits associated with increased anxiety that were observed in both groups prior to intervention, and that persisted in the ER group. Notably, the benefits observed for the SS group extended to the post-intervention quarter, indicating the potential lasting effects of this intervention. These results support the hypothesis that using better study strategies and encouraging more frequent engagement with math resources would help highly-anxious students habituate to their math anxiety and ameliorate the negative effects of anxiety on performance, ultimately increasing their math comprehension and academic achievement.
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3
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Daches Cohen L, Gross JJ, Rubinsten O. Using Reappraisal to Improve Outcomes for STEM Teachers and Students. J Cogn 2023; 6:45. [PMID: 37577258 PMCID: PMC10418247 DOI: 10.5334/joc.313] [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: 03/02/2023] [Accepted: 07/31/2023] [Indexed: 08/15/2023] Open
Abstract
The many stressors associated with teaching can take a toll, resulting in high levels of burnout among teachers and reduced motivation and academic performance among students. This is especially true in the context of science, technology, engineering, and mathematics (STEM) subjects. Despite the efficacy of emotion regulation interventions in pedagogical settings in general and in STEM teaching in particular, there is a lack of suitable interventions. We applied the process model of emotion regulation to STEM teaching and proposed a framework, STEM-Model of EmotioN regulation: Teachers' Opportunities and Responsibilities (STEM-MENTOR), to elucidate how the high demands of STEM teaching and contextual factors (e.g., culture, reforms, teacher-student interactions) may lead to intensified negative emotions and deficits in executive functioning and emotion regulation implementation. Teacher emotions, in turn, shape students' STEM-related achievements and epistemic emotions. Thus, teachers' emotion regulation skills have pervasive effects on teaching outcomes for both teachers and students. We illustrate how at each level of our framework, steps could be taken to improve teachers' emotional trajectory. Our proposed STEM-MENTOR framework has implications for theoretical understanding and may help to shape future interventions that focus on cognitive-emotional processes in STEM education.
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Affiliation(s)
- 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
| | | | - 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
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4
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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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5
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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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6
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Daker RJ, Gattas SU, Necka EA, Green AE, Lyons IM. Does anxiety explain why math-anxious people underperform in math? NPJ SCIENCE OF LEARNING 2023; 8:6. [PMID: 36944641 PMCID: PMC10030629 DOI: 10.1038/s41539-023-00156-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/13/2022] [Accepted: 02/27/2023] [Indexed: 06/18/2023]
Abstract
Math-anxious people consistently underperform in math. The most widely accepted explanation for why this underperformance occurs is that math-anxious people experience heightened anxiety when faced with math, and this in-the-moment anxiety interferes with performance. Surprisingly, this explanation has not been tested directly. Here, using both self-report and physiological indices of anxiety, we directly test how much in-the-moment anxiety explains math-anxious underperformance. Results indicate that in-the-moment anxiety indeed explains why math-anxious people underperform-but only partially, suggesting a need to seriously consider alternative mechanisms. Results also showed that while some highly math-anxious individuals-those with high levels of heart rate variability-experienced less in-the-moment anxiety, they nevertheless performed no better at math. For these individuals, math-anxious underperformance must occur for reasons unrelated to in-the-moment anxiety. More broadly, our findings point to substantial individual heterogeneity in the mechanisms underlying math-anxious underperformance. Accounting for this mechanistic heterogeneity may prove vital for optimally boosting math performance in math-anxious individuals.
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Affiliation(s)
- Richard J Daker
- Department of Psychology, Georgetown University, Washington, D.C., USA.
| | - Sylvia U Gattas
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Elizabeth A Necka
- National Institutes on Aging, National Institutes of Health, Bethesda, MD, USA
| | - Adam E Green
- Department of Psychology, Georgetown University, Washington, D.C., USA
| | - Ian M Lyons
- Department of Psychology, Georgetown University, Washington, D.C., USA
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7
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Piarulli FM, Margari A, Margari F, Matera E, Croce F, Furente F, Gabellone A, Petruzzelli MG. Do Cortisol and Dehydroepiandrosterone Influence Motivational Factors for Non-Suicidal Self-Injury in Female Adolescents? J Clin Med 2023; 12:jcm12051924. [PMID: 36902709 PMCID: PMC10003553 DOI: 10.3390/jcm12051924] [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: 02/07/2023] [Revised: 02/26/2023] [Accepted: 02/27/2023] [Indexed: 03/06/2023] Open
Abstract
Non-suicidal self-injury (NSSI) is a significant public health issue that particularly affects female adolescents usually emerging during puberty, with a subsequent reduction and even remission in the phenomenon later in life. The dysregulation of the hormonal stress response, particularly cortisol and dehydroepiandrosterone sulfate (DHEA-S), whose levels increase markedly during pubertal adrenarche, has been associated with the development and maintenance of a wide range of emotional disorders. Our study aims to investigate whether different cortisol-DHEA-S response patterns could be associated with the main motivational moderators to engage NSSI as well as with urgency and motivation to stop NSSI in a sample of female adolescents. We found significant correlations between stress hormones and several factors that support and sustain NSSI, specifically: cortisol levels and distressing/upsetting urge (r = 0.39 and a p = 8.94 × 10-3) and sensation seeking (r = -0.32 and a p = 0.04), as well as cortisol/DHEA-s ratio and external emotion regulation (r = 0.40 and a p = 0.01) and desire to stop NSSI (r = 0.40 and a p = 0.01). Cortisol and DHEA-S may play a role in NSSI through the regulation of stress responses and affective states. Such results could have implications for the development of new and improved treatment and prevention plans for NSSI.
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Affiliation(s)
- Francesco Maria Piarulli
- Department of Translational Biomedicine and Neurosciences (DiBraiN), University “A. Moro”, 7016 Bari, Italy
| | - Anna Margari
- Department of Translational Biomedicine and Neurosciences (DiBraiN), University “A. Moro”, 7016 Bari, Italy
| | - Francesco Margari
- Department of Translational Biomedicine and Neurosciences (DiBraiN), University “A. Moro”, 7016 Bari, Italy
| | - Emilia Matera
- Department of Precision and Regenerative Medicine and Ionian Area (DiMePRe-J), University “A. Moro”, 7016 Bari, Italy
- Correspondence:
| | - Federica Croce
- Department of Translational Biomedicine and Neurosciences (DiBraiN), University “A. Moro”, 7016 Bari, Italy
| | - Flora Furente
- Department of Translational Biomedicine and Neurosciences (DiBraiN), University “A. Moro”, 7016 Bari, Italy
| | - Alessandra Gabellone
- Department of Translational Biomedicine and Neurosciences (DiBraiN), University “A. Moro”, 7016 Bari, Italy
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Zhu C, Zhao X, Lu F, Wang Y, Zhao Y, Kou D, Liu D, Luo W. Estimation Strategy Utilization Is Modulated by Implicit Emotion Regulation: Evidence from Behavioral and Event-Related Potentials Studies. Brain Sci 2022; 13:brainsci13010077. [PMID: 36672058 PMCID: PMC9857239 DOI: 10.3390/brainsci13010077] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Revised: 12/21/2022] [Accepted: 12/27/2022] [Indexed: 01/03/2023] Open
Abstract
A large number of studies have studied the influence of emotional experience on an individual's estimation performance, but the influence of implicit emotion regulation is still unknown. Participants were asked to complete the following tasks in order: idiom matching task, multiplication computational estimation task (MCE task), gender judgment task (GJ task), and emotional experience intensity assessment task. The words matching task was adopted to achieve the purpose of implicit emotion regulation (implicit reappraisal and implicit suppression). Behavioral results showed that implicit reappraisal and implicit suppression equally contributed to improving an individual's estimation speed (but not ACC (accuracy)). The MCE task related ERP (event-related potential) results showed that the influence of implicit emotion regulation on estimation consisted of two phases. In the first phase (encoding phase), implicit reappraisal both enhanced (larger P1 amplitudes) and weakened (smaller N170 amplitudes) an individual's encoding sensitivity, while implicit suppression enhanced an individual's encoding sensitivity (larger P1 amplitudes). In the second phase (estimation strategies retrieval phase), implicit reappraisal (but not implicit suppression) cost more attention resources (larger LPC2 and LPC3 amplitudes). The present study suggested that both implicit reappraisal and implicit suppression contributed to improving an individual's estimation performance, and the regulation effect of implicit suppression (vs. implicit reappraisal) was better.
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Affiliation(s)
- Chuanlin Zhu
- School of Educational Science, Yangzhou University, Yangzhou 225002, China
| | - Xinyi Zhao
- School of Educational Science, Yangzhou University, Yangzhou 225002, China
| | - Feng Lu
- College of Educational Science, Taizhou University, Taizhou 225300, China
| | - Yun Wang
- School of Foreign Languages, Suzhou University of Science and Technology, Suzhou 215009, China
| | - Yuan Zhao
- Police Officer Academy, Shandong University of Political Science and Law, Jinan 250014, China
| | - Dongquan Kou
- School of Educational Science, Yangzhou University, Yangzhou 225002, China
- Correspondence: (D.K.); (D.L.); (W.L.); Tel.: +86-0514-8797-5536 (D.K.); +86-0512-6588-0832 (D.L.); +86-411-8215-3336 (W.L.)
| | - Dianzhi Liu
- School of Education, Soochow University, Suzhou 215123, China
- Correspondence: (D.K.); (D.L.); (W.L.); Tel.: +86-0514-8797-5536 (D.K.); +86-0512-6588-0832 (D.L.); +86-411-8215-3336 (W.L.)
| | - Wenbo Luo
- Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University, Dalian 116029, China
- Key Laboratory of Brain and Cognitive Neuroscience, Liaoning Province, Dalian 116029, China
- Correspondence: (D.K.); (D.L.); (W.L.); Tel.: +86-0514-8797-5536 (D.K.); +86-0512-6588-0832 (D.L.); +86-411-8215-3336 (W.L.)
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9
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Implicit emotion regulation improves arithmetic performance: An ERP study. COGNITIVE, AFFECTIVE & BEHAVIORAL NEUROSCIENCE 2022; 22:574-585. [PMID: 35091988 DOI: 10.3758/s13415-021-00979-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/07/2021] [Indexed: 01/03/2023]
Abstract
Available evidence suggests that emotions influence arithmetic, and explicit emotion regulation modulates the effect of anxiety on arithmetic performance. However, neural mechanisms by which implicit emotion regulation affects these phenomena remain unclear, particularly under distinct affective priming contexts. Twenty-two college students were required to perform multiple tasks in sequence, including an idioms matching task, a multiplication computational estimation task (MCE task), an emotion judgement task (EJ task), and an emotion assessment task (EA task). Behavioral performance was measured via accuracy and response time during the MCE task, and ratings of the EA task, while eletrophysiological response was measured via the contingent negative variation (CNV) elicited by completing the MCE task. Decreased response time and emotional intensity ratings were observed for priming emotion regulation idioms compared to priming neutral idioms. Priming emotion regulation idioms attenuated early CNV amplitudes under happiness priming, and attenuated both early and late CNV amplitudes under fear priming. These results suggested that implicit reappraisal and suppression are promising strategies to enhance arithmetic performance and alleviate the adverse effects of affective priming, especially under fear priming.
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10
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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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11
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Xiong Z, Weng X, Wei Y. Research on the Influence of Visual Factors on Emotion Regulation Interaction. Front Psychol 2022; 12:772642. [PMID: 35069353 PMCID: PMC8770853 DOI: 10.3389/fpsyg.2021.772642] [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: 09/08/2021] [Accepted: 12/10/2021] [Indexed: 11/16/2022] Open
Abstract
To guide the design direction of emotion regulation products that improve the positive emotions of users, investigation into the correlation between relevant visual factors and multi-dimensional complex emotions is needed. In the present study, an extended product emotion measurement method was adopted to describe the multi-dimensional emotional set of each influencing factor and calculate their weight according to the order. The positive and negative emotion indicators of all influencing factors were compared and the evaluation and ranking factors that affect users’ emotional value of emotion regulation products were analyzed. The experimental results reveal that specific emotion mapping scenes on positive emotion are the most significant among the key factors affecting user emotion. Further, the influence of emotional stickers, interactive data visualization, and text on positive emotions decreased in turn. The influence of emotional text on positive emotion was the lowest. Through investigating the visual factors that affect the psychological emotions of users, the development of emotion regulating products could be guided in a more scientific and reasonable manner.
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Affiliation(s)
- Zhiyong Xiong
- School of Design, South China University of Technology, Guangzhou, China
| | - Xinyu Weng
- School of Design, South China University of Technology, Guangzhou, China
| | - Yu Wei
- Dajia Information Technology Co., Ltd., Beijing, China
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12
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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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13
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Moustafa AA, Al-Emadi AA, Megreya AM. The Need to Develop an Individualized Intervention for Mathematics Anxiety. Front Psychol 2021; 12:723289. [PMID: 34744889 PMCID: PMC8563601 DOI: 10.3389/fpsyg.2021.723289] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2021] [Accepted: 09/07/2021] [Indexed: 11/29/2022] Open
Affiliation(s)
- Ahmed A Moustafa
- School of Psychology, Western Sydney University, Sydney, NSW, Australia.,Department of Human Anatomy and Physiology, The Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa
| | - Ahmed A Al-Emadi
- Department of Psychological Sciences, College of Education, Qatar University, Doha, Qatar
| | - Ahmed M Megreya
- Department of Psychological Sciences, College of Education, Qatar University, Doha, Qatar
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