Das Mathematikangstinterview (MAI): Erste psychometrische Gütekriterien

Kohn, Juliane; Richtmann, Verena; Rauscher, Larissa; Kucian, Karin; Käser, Tanja; Grond, Ursina; Esser, G; Aster, Michael von

doi:10.1024/2235-0977/a000040

Cited by 18 publications

(13 citation statements)

References 47 publications

(75 reference statements)

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“…This is a promising result regarding the widely discussed stereotype that females are expected to be worse in math related topics and that females experience more math anxiety. Our findings are consistent with research indicating that countries providing equal education for females and males show little or no gender differences in mathematical performance (Spelke, 2005 ; Kohn et al, 2013 ). The reason why no gender differences in math anxiety were evident might be due to increasing evidence that such gender differences only develop at adolescence as consequence of societal exposure to gender stereotypes (e.g., Johns et al, 2005 ), or female teachers who experience math anxiety themselves (Beilock et al, 2010 ).…”

Section: Discussionsupporting

confidence: 92%

“…Hence, we hypothesized that priming effects could appear when groups were separated by extreme levels of mathematics anxiety. Concretely, this examination included a direct measure of mathematics anxiety (assessed by the MAI Kohn et al, 2013 ). This explicit measure of mathematics anxiety is an interesting add-on to our examination.…”

Section: Discussionmentioning

confidence: 99%

“…Mathematics anxiety was assessed by the Math-Anxiety-Interview for German speaking primary school children (MAI), which is a valid and reliable measure for the assessment of math anxiety as demonstrated by a Cronbach's alpha of 0.90 (Kohn et al, 2013 ). The MAI combines two different types of questions while four math related situations are verbally and pictorially presented (1st on the eve of a math test, 2nd math homework, 3rd math class, and 4th everyday/shopping).…”

Section: Methodsmentioning

confidence: 99%

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Relation Between Mathematical Performance, Math Anxiety, and Affective Priming in Children With and Without Developmental Dyscalculia

et al. 2018

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Many children show negative emotions related to mathematics and some even develop mathematics anxiety. The present study focused on the relation between negative emotions and arithmetical performance in children with and without developmental dyscalculia (DD) using an affective priming task. Previous findings suggested that arithmetic performance is influenced if an affective prime precedes the presentation of an arithmetic problem. In children with DD specifically, responses to arithmetic operations are supposed to be facilitated by both negative and mathematics-related primes (=negative math priming effect).We investigated mathematical performance, math anxiety, and the domain-general abilities of 172 primary school children (76 with DD and 96 controls). All participants also underwent an affective priming task which consisted of the decision whether a simple arithmetic operation (addition or subtraction) that was preceded by a prime (positive/negative/neutral or mathematics-related) was true or false. Our findings did not reveal a negative math priming effect in children with DD. Furthermore, when considering accuracy levels, gender, or math anxiety, the negative math priming effect could not be replicated. However, children with DD showed more math anxiety when explicitly assessed by a specific math anxiety interview and showed lower mathematical performance compared to controls. Moreover, math anxiety was equally present in boys and girls, even in the earliest stages of schooling, and interfered negatively with performance. In conclusion, mathematics is often associated with negative emotions that can be manifested in specific math anxiety, particularly in children with DD. Importantly, present findings suggest that in the assessed age group, it is more reliable to judge math anxiety and investigate its effects on mathematical performance explicitly by adequate questionnaires than by an affective math priming task.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Relation Between Mathematical Performance, Math Anxiety, and Affective Priming in Children With and Without Developmental Dyscalculia

et al. 2018

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“…Math anxiety is important in psychological research due to its consequences: avoidance of future mathematics related career ( Ashcraft, 2002 ) and course choices ( Chipman et al, 1992 ) or situations containing mathematics even in daily life context ( Kohn et al, 2013 ). In the PISA 2012 study, overall 59% of students reported worrying that it will be difficult for them in mathematics classes, and 30% feel helpless when doing a mathematics problem ( OECD, 2013 ).…”

Section: Math Anxietymentioning

confidence: 99%

Neural correlates of math anxiety – an overview and implications

2015

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Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet.

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“…Particularly for children with DD a computerized training provides the possibility of a learning environment detached from competitive performance pressure and peer comparisons in the classroom context and offers a less stressful and socially risk-free setting to explore mathematics (Käser and von Aster, 2013). This is especially important, since the repeated experience of failure may lead to math anxiety or negative attitudes toward the subject or the teacher, which in turn may decrease the achievement potential and learning ability (Ashcraft and Faust, 1994;Kohn et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia. What Influences Individual Responsiveness?

et al. 2020

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This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions à 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances.

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Das Mathematikangstinterview (MAI): Erste psychometrische Gütekriterien

Abstract: Aktuelle Studienergebnisse verdeutlichen, dass sich Kinder bereits im frühen Grundschulalter hinsichtlich ihrer Mathematikangst unterscheiden und dass diese mit deren Mathematikleistung korreliert (Vukovic et al., 2013;Wu et al., 2012

Cited by 18 publications

References 47 publications

Relation Between Mathematical Performance, Math Anxiety, and Affective Priming in Children With and Without Developmental Dyscalculia

Relation Between Mathematical Performance, Math Anxiety, and Affective Priming in Children With and Without Developmental Dyscalculia

Neural correlates of math anxiety – an overview and implications

Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia. What Influences Individual Responsiveness?

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