scholarly journals Examining the link between math anxiety and math performance in Colombian students

2016 ◽  
Vol 25 (2) ◽  
Author(s):  
Florencia Reali ◽  
William Jiménez-Leal ◽  
Carolina Maldonado-Carreño ◽  
Amy Devine ◽  
Dénes Szücs
Keyword(s):  
Math Anxiety ◽  
Math Performance

How do working memory, general anxiety and math anxiety affect female students’ math performance?

2020 ◽  
Author(s):  
Nachshon Korem ◽  
Orly Rubinsten
Keyword(s):  
Working Memory ◽  
Latent Variables ◽  
Math Anxiety ◽  
Verbal Working Memory ◽  
Math Performance ◽  
Equation Modeling ◽  
Current Evidence ◽  
Unique Contribution ◽  
Shared Variance ◽  
Numeric Information

Current evidence suggests that math anxiety and working memory govern math performance. However, these conclusions are largely based on simple correlations, without considering these variables as a network or examining correlations at the latent variables level. Thus, questions remain regarding the role of the unique and shared variance between math anxiety, working memory and math performance. The purpose of the current study was to (i) uncover the underlying relationships between the variables to understand the unique contribution of each element to the network; (ii) measure the shared variance and identify the interactions between affect and cognition that control math performance. Our analytical approach involved both network analysis approach and structural equation modeling, with a sample of 116 female students.Results show that math anxiety and working memory affect math performance by different mechanisms. Only working memory tests that included numeric information were correlated to math anxiety. Each of the various working memory tasks correlated differently to math performance: working memory as a single latent variable was a better predictor of math performance than visuospatial and verbal working memory as two separate latent variables. Overall, both working memory and math anxiety affect math performance. Working memory tasks that include numeric information can affect performance in math anxious individuals.

Math anxiety and math performance in children: The mediating roles of working memory and math self-concept

2017 ◽  
Vol 87 (4) ◽  
pp. 573-589 ◽  
Author(s):  
M. José Justicia-Galiano ◽  
M. Eva Martín-Puga ◽  
Rocío Linares ◽  
Santiago Pelegrina
Keyword(s):  
Working Memory ◽  
Math Anxiety ◽  
Math Performance ◽  
Self Concept

scholarly journals Working memory, math performance, and math anxiety

2007 ◽  
Vol 14 (2) ◽  
pp. 243-248 ◽  
Author(s):  
Mark H. Ashcraft ◽  
Jeremy A. Krause
Keyword(s):  
Working Memory ◽  
Math Anxiety ◽  
Math Performance

scholarly journals Test and Math Anxiety: A Validation of the German Test Anxiety Questionnaire

2013 ◽  
Vol 44 (2) ◽  
pp. 193-200 ◽  
Author(s):  
Kerstin Schnell ◽  
Ana Nanette Tibubos ◽  
Sonja Rohrmann ◽  
Volker Hodapp
Keyword(s):  
Construct Validity ◽  
Test Anxiety ◽  
Math Anxiety ◽  
Sixth Grade ◽  
Math Performance ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Additional Variance ◽  
German Adaptation ◽  
Anxiety Questionnaire

Abstract The present study investigated the construct validity of the Test Anxiety Questionnaire (Prüfungsangstfragebogen PAF; Hodapp, Rohrmann, & Ringeisen, 2011), a revised and shortened version of the German Test Anxiety Inventory (TAI-G), by comparing it with math anxiety. A sample of German fifth- and sixth-grade students (N = 79; 61 % male) was analyzed. Math anxiety was measured by a German adaptation of the Math Anxiety Questionnaire (Fragebogen für Rechenangst FRA; Krinzinger et al., 2007). A significant but moderate correlation between test anxiety and math anxiety was found. In regression analyses, math anxiety predicted math performance whereas test anxiety explained additional variance for both math and overall performance. It can be concluded that math and test anxiety have overlaps, but do not constitute the same construct. Thus, the results support the construct validity of the PAF indicating its usefulness in practical application.

scholarly journals Respiratory Sinus Arrhythmia Mediates the Relation Between “Specific Math Anxiety” and Arithmetic Speed

2021 ◽  
Vol 12 ◽  
Author(s):  
Jiuqing Tang ◽  
Yun Su ◽  
Yu'e Yao ◽  
Hugo Peyre ◽  
Ava Guez ◽  
...  
Keyword(s):  
High School Students ◽  
Trait Anxiety ◽  
Respiratory Sinus Arrhythmia ◽  
Math Anxiety ◽  
Math Performance ◽  
Mediation Effect ◽  
Arithmetic Task ◽  
Sinus Arrhythmia ◽  
Reading Anxiety ◽  
The Impact

There is a growing consensus that math anxiety highly correlates with trait anxiety and that the emotional component elicited by math anxiety affects math performance. Yet few studies have examined the impact of “specific math anxiety” (high math anxiety and low other kinds of anxiety) on math performance and the underlying physiological and affective mechanism. The present study examines the mediation effect of heart rate variability—an affective measurement indexed by respiratory sinus arrhythmia (RSA)—in the relationship between specific math anxiety and arithmetic speed. A total of 386 junior high school students completed a self-reported questionnaire to measure their anxiety level. Among this sample, 29 individuals with specific math anxiety (high math anxiety and low reading and trait anxiety), 29 with specific reading anxiety (high reading anxiety and low math and trait anxiety), 24 with specific trait anxiety (high trait anxiety and low math and reading anxiety), and 22 controls (low math, trait and reading anxiety) were selected to participate in an arithmetic task and a reading task while RSA was recorded when they performed the tasks. Results revealed that individuals with specific math anxiety showed lower RSA and longer reaction time than the other three groups in the arithmetic task. Regression and mediation analyses further revealed that RSA mediated the relation between specific math anxiety and arithmetic speed. The present study provides the first account of evidence for the affective hypothesis of specific math anxiety and suggests that affective responses may be an important mechanism underlying the detrimental effect of specific math anxiety on math performance.

The Influence of Implicit Math Anxiety on Math Achievement

2020 ◽  
pp. 003329412096405
Author(s):  
R. Shane Westfall ◽  
Amy Jane McAuley ◽  
Murray Millar
Keyword(s):  
Math Achievement ◽  
Math Anxiety ◽  
Math Performance ◽  
Implicit Associations ◽  
Traditional Methods ◽  
Implicit Associations Test ◽  
Implicit And Explicit ◽  
Modest Correlation

Previous work has noted that math anxiety may have a profound effect on math performance; however extant research has relied on measures that explicitly assess math anxiety. This study examined the effects of implicit math anxiety on the performance of a math achievement task. We hypothesized that combined measure of implicit anxiety and explicit anxiety would better predict math achievement than measures of explicit math anxiety alone. In addition, we hypothesized that an individuals’ measured implicit anxiety and measured explicit anxiety would share only a modest correlation. To test these hypotheses, 175 participants completed measures of explicit anxiety, an implicit associations test designed to measure implicit anxiety, and a measure of math achievement. As expected, math achievement was better predicted when implicit anxiety was combined with explicit anxiety. Furthermore, scores on the implicit and explicit anxiety measures were not significantly correlated. These results suggest that implicit and explicit math anxiety are two distinct constructs, thus traditional methods for helping students deal with math anxiety may not be entirely successful if the implicit component is ignored.

The Role of Anticipation in the Relation Between Math Anxiety and Math Performance

2014 ◽  
Author(s):  
Hyesang Chang ◽  
Kathryne Van Hedger ◽  
Andrea Henry ◽  
Greg J. Norman ◽  
Sian L. Beilock
Keyword(s):  
Math Anxiety ◽  
Math Performance

The Math Anxiety-Performance Link

2017 ◽  
Vol 26 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Alana E. Foley ◽  
Julianne B. Herts ◽  
Francesca Borgonovi ◽  
Sonia Guerriero ◽  
Susan C. Levine ◽  
...  
Keyword(s):  
Large Scale ◽  
Math Anxiety ◽  
Math Performance ◽  
Private Organizations ◽  
Science Technology ◽  
Math And Science ◽  
And Mathematics ◽  
Underlying Mechanisms ◽  
And Training ◽  
Shed Light

Demand for science, technology, engineering, and mathematics (STEM) professionals is on the rise worldwide. To effectively meet this demand, many governments and private organizations have revamped STEM education and promoted training to enhance math and science skills among students and workers. Education and training programs typically focus on increasing individuals’ math and science knowledge. However, data from laboratory studies and large-scale international assessments suggest that fear or apprehension about math, math anxiety, should also be considered when trying to increase math achievement and, in turn, STEM career success. This article reviews findings that shed light on antecedents of math anxiety, the bidirectional math anxiety-performance relation, underlying mechanisms, and promising routes to mitigating the negative relation between math anxiety and math performance.

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