Multidimensionality in the measurement of math-specific anxiety and its relationship with mathematical performance

Lukowski, Sarah L.; DiTrapani, Jack; Jeon, Minjeong; Wang, Zhe; Schenker, Victoria J.; Doran, Madeline M.; Hart, Sara A.; Mazzocco, Michèle M.M.; Willcutt, Erik G.; Thompson, Lee A.; Petrill, Stephen A.

doi:10.1016/j.lindif.2016.07.007

Cited by 41 publications

(44 citation statements)

References 41 publications

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“…Additionally, math anxiety is predictive of math test performance even when test anxiety is controlled for (cf. Lukowski et al, 2016). Similarly, when students simply anticipate doing math, those high in math anxiety show greater activity in brain regions associated with visceral threat detection and the experience of pain (dorsoposterior insula) than those low in math anxiety (Lyons & Beilock, 2012).…”

Section: The Bidirectional Relation Between Math Anxiety and Math Permentioning

confidence: 99%

The Math Anxiety-Performance Link

Foley

Herts

Borgonovi

et al. 2017

Curr Dir Psychol Sci

258

178

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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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Section: The Bidirectional Relation Between Math Anxiety and Math Permentioning

confidence: 99%

The Math Anxiety-Performance Link

Foley

Herts

Borgonovi

et al. 2017

Curr Dir Psychol Sci

258

178

View full text Add to dashboard Cite

show abstract

“…There have been nearly 20,200 previous studies related to MA or math performance (Olmez and Ozel, 2012; Necka et al, 2015; Lukowski et al, 2016; Justicia-Galiano et al, 2017), while few systematic studies focus on exploring the math anxiety-performance link during the previous 19 years. Two previous meta-analyses that were conducted 30 or 40 years ago concluded that there was a small but robust negative math anxiety-performance link in students (Hembree, 1990; Ma, 1999).…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Math Anxiety and Math Performance: A Meta-Analytic Investigation

2019

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Math anxiety (MA) has been suggested to decrease the math performance of students. However, it remains unclear what factors moderate this relationship. The aim of this research was to explore the link between MA and math performance. Studies that explored the math anxiety-performance link, conducted from 2000 to 2019 (84 samples, N = 8680), were identified and statistically integrated with a meta-analysis method. The results indicated a robust negative math anxiety-performance link. Furthermore, regarding the analysis of moderator variables, this negative link was stronger in the studies that involved Asian students, but this link was the weakest in the studies that involved European students. Moreover, this negative link was stronger in the studies within a senior high school group, whereas it was the weakest in the studies within an elementary group. Finally, this negative link was strongest among studies that used a custom test and studies that assessed problem-solving skills. Potential explanations and implications for research and practice are discussed.

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“…Depending on the instruments used to measure MA, different factor structures were found. The four most common factors are anxiety about math tests [11–13], anxiety about performing numerical operations [11–12, 14], anxiety about performing math in social situations [12–13], and anxiety about observing and learning materials in math [3, 15]. With respect to motivation, the three most studied dimensions are self-perceived ability, interest, and importance [2].…”

Section: Introductionmentioning

confidence: 99%

Anxiety is not enough to drive me away: A latent profile analysis on math anxiety and math motivation

et al. 2018

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Mathematics anxiety (MA) and mathematics motivation (MM) are important multi-dimensional non-cognitive factors in mathematics learning. While the negative relation between global MA and MM is well replicated, the relations between specific dimensions of MA and MM are largely unexplored. The present study utilized latent profile analysis to explore profiles of various aspects of MA (including learning MA and exam MA) and MM (including importance, self-perceived ability, and interest), to provide a more holistic understanding of the math-specific emotion and motivation experiences. In a sample of 927 high school students (13–21 years old), we found 8 distinct profiles characterized by various combinations of dimensions of MA and MM, revealing the complexity in the math-specific emotion-motivation relation beyond a single negative correlation. Further, these profiles differed on mathematics learning behaviors and mathematics achievement. For example, the highest achieving students reported modest exam MA and high MM, whereas the most engaged students were characterized by a combination of high exam MA and high MM. These results call for the need to move beyond linear relations among global constructs to address the complexity in the emotion-motivation-cognition interplay in mathematics learning, and highlight the importance of customized intervention for these heterogeneous groups.

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Multidimensionality in the measurement of math-specific anxiety and its relationship with mathematical performance

Cited by 41 publications

References 41 publications

The Math Anxiety-Performance Link

The Math Anxiety-Performance Link

The Relationship Between Math Anxiety and Math Performance: A Meta-Analytic Investigation

Anxiety is not enough to drive me away: A latent profile analysis on math anxiety and math motivation

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