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Hopko, Derek R.; McNeil, Daniel W.; Gleason, Peter J.; Rabalais, Aline

doi:10.1023/a:1014578218041

Cited by 43 publications

(15 citation statements)

References 21 publications

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“…In this model, WM consists of two short-term storage systems (or slave systems) and a central executive component that allows the information to be stored and manipulated in the two slave-systems. This model has received a strong support, and several independent studies with children indicated that it was superior compared to numerous alternative WM models (Alloway, Gathercole, & Pickering, 2006;Giofrè, Mammarella, & Cornoldi, 2013). The importance of WM also relies on this construct's good predictive value.…”

Section: Running Head: Separating Math From Anxietymentioning

confidence: 97%

Separating math from anxiety: The role of inhibitory mechanisms

Mammarella

Caviola

Giofrè

et al. 2017

Applied Neuropsychology: Child

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Deficits in executive functions have been hypothesized and documented for children with severe mathematics anxiety (MA) or developmental dyscalculia, but the role of inhibitionrelated processes has not been specifically explored. The main aim of the present study was to shed further light on the specificity of these profiles in children in terms of working memory (WM) and the inhibitory functions involved. Four groups of children between 8 and 10 years old were selected: one group with developmental dyscalculia (DD) and no MA, one with severe MA and developmental dyscalculia (MA-DD), one with severe MA and no DD (MA), and one with typical development (TD). All children were presented with tasks measuring two inhibition-related functions, i.e. proactive interference and prepotent response, and a WM task. The results showed that children with severe MA (but no DD) were specifically impaired in the proactive interference task, while children with DD (with or without MA) failed in the WM task. Our findings point to the importance of distinguishing the cognitive processes underlying these profiles.

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Section: Running Head: Separating Math From Anxietymentioning

confidence: 97%

Separating math from anxiety: The role of inhibitory mechanisms

Mammarella

Caviola

Giofrè

et al. 2017

Applied Neuropsychology: Child

View full text Add to dashboard Cite

show abstract

“…Math anxiety is thought to be related to other experiences of anxiety, such as general anxiety or test anxiety (Kazelskis, 1998;Kazelskis et al, 2000;Ashcraft, 2002;Suárez-Pellicioni et al, 2015;Dowker et al, 2016). However, math anxiety is associated with fairly specific negative emotions, thoughts, and performance deficits in mathematics; increased math anxiety is associated with deficits in math performance but not other difficult cognitive tasks or academic domains (Hopko et al, 2002;Pizzie and Kraemer, 2018;Pizzie et al, 2020a). High math anxious (HMA) individuals report increased negative experiences with mathematics, and math anxiety is also associated with decreases in math performance, with math anxious individuals showing decreased accuracy or proficiency in mathematics (Ma, 1999;Ramirez et al, 2013;Namkung et al, 2019).…”

Section: Math Anxietymentioning

confidence: 99%

The Association Between Emotion Regulation, Physiological Arousal, and Performance in Math Anxiety

Pizzie

Kraemer

2021

Front. Psychol.

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Emotion regulation (ER) strategies may reduce the negative relationship between math anxiety and mathematics accuracy, but different strategies may differ in their effectiveness. We recorded electrodermal activity (EDA) to examine the effect of physiological arousal on performance during different applied ER strategies. We explored how ER strategies might affect the decreases in accuracy attributed to physiological arousal in high math anxious (HMA) individuals. Participants were instructed to use cognitive reappraisal (CR), expressive suppression (ES), or a “business as usual” strategy. During the ES condition, HMA individuals showed decreases in math accuracy associated with increased EDA, compared to low math anxious (LMA) individuals. For both HMA and LMA groups, CR reduced the association between physiological arousal and math accuracy, such that even elevated physiological arousal levels no longer had a negative association with math accuracy. These results show that CR provides a promising technique for ameliorating the negative relationship between math anxiety and math accuracy.

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“…This was lower than the recommended power of .80 for Social Science research (Cohen, 1988). However, the sample size was comparable to other studies of attentional bias (Egloff & Hock, 2003;Hopko et al, 2002;MacLeod et al, 2007). Second, the small sample size precluded an investigation using extreme scorers (e.g., a comparison using the bottom and top 20% of statistics anxiety scorers).…”

Section: Discussionmentioning

confidence: 45%

“…More relevant to the aims of the current study, the role of attentional bias in mathematics anxiety has been studied (Hopko, McNeil, Gleason, & Rabalais, 2002). Participants were divided into two groups: low mathematics anxiety group (n = 17; bottom 20% in mathematics anxiety scores among an initial sample of 459) and high mathematics anxiety group (n = 25; top 20% in mathematics anxiety scores).…”

Section: Responsibility Of the Editorsmentioning

confidence: 99%

No Evidence of Attentional Bias In Statistics Anxiety

Chew

Swinbourne²,

Dillon³

2014

EJSBS

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The role of attentional bias in statistics anxiety was explored through cognitive and affective tasks. Participants consisted of 76 (73.7% females) students in the James Cook University Psychology programs at the Australia (35.5%) and Singapore campuses (64.5%). Participants completed the emotional Stroop task and the dot probe task, and measures of statistics anxiety and social desirability. No evidence of attentional bias was found. This could be due several methodological reasons. Limitations and future research directions are discussed.

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Cited by 43 publications

References 21 publications

Separating math from anxiety: The role of inhibitory mechanisms

Separating math from anxiety: The role of inhibitory mechanisms

The Association Between Emotion Regulation, Physiological Arousal, and Performance in Math Anxiety

No Evidence of Attentional Bias In Statistics Anxiety

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