Neural correlates of math anxiety – an overview and implications

Abstract

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.

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

“…According to these approaches, children with higher levels of anxiety would display more worrying thoughts which, in turn, would detract some of the WM resources necessary to successfully perform the tasks. Consequently, performance might be negatively affected and anxious individuals would end up needing to increase their cognitive effort in order to compensate for their fewer resources (Artemenko et al ., ). Paradoxically, these students might not be willing to put in the extra effort required under certain circumstances (Ashcraft & Moore, ).…”

“…Two measures of anxiety were used: trait and math anxiety. It can be assumed that they are different yet related constructs (Artemenko, Daroczy, & Nuerk, ). The meta‐analysis performed by Hembree () showed that the mean correlation between both types of anxiety was .35.…”

Norms and validation of the online and paper-and-pencil versions of the Abbreviated Math Anxiety Scale (AMAS) for Polish adolescents and adults

“…Converging evidence comes also from physiological (e.g. Ashcraft, 2002) and neuroscientific studies (Artemenko, Daroczy, & Nuerk, 2015 for discussion and some controversies), which can typically dissociate math and general anxiety.…”

“…Converging evidence comes also from physiological (e.g. Ashcraft, 2002) and neuroscientific studies (Artemenko, Daroczy, & Nuerk, 2015 for discussion and some controversies), which can typically dissociate math and general anxiety.However, MA cannot be subsumed under poor math skills either. It negatively correlates with math achievement, although only moderately (averaged correlation -.27; Ma, 1999 for meta-analysis).…”

Maths Anxiety Does Not Moderate The Link Between Spatial And Maths Ability

“…MA has been defined by Richardson and Suinn as "a feeling of tension and anxiety that interferes with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations" (Richardson & Suinn, 1972, p. 551). MA correlates with performance, academic achievement, avoidance behavior in maths-related situations and even life-choices such as education subjects and career destinations (for review see Artemenko, Daroczy & Nuerk, 2015;Suárez-Pellicioni, Núñez-Peña, & Colomé, 2016).…”