Reducing the sex difference in math anxiety: The role of spatial processing ability

Maloney, Erin A.; Waechter, Stephanie; Risko, Evan F.; Fugelsang, Jonathan A.

doi:10.1016/j.lindif.2012.01.001

Cited by 97 publications

(95 citation statements)

References 33 publications

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“…This confirms the previous researches which report higher Mathematics anxiety of females than males. (Yezici and Ertekin, 2010;Maloney et al, 2012;Wigfield and Meece, 1988). According to the results obtained in this study, there is no significant difference in Calculus performance between males and females.…”

Section: Discussionsupporting

confidence: 52%

Mathematics anxiety among engineering students and its relationship with achievement in calculus

Adamu¹

2014

Int. J. Psychol. Couns.

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Section: Discussionsupporting

confidence: 52%

Mathematics anxiety among engineering students and its relationship with achievement in calculus

Adamu¹

2014

Int. J. Psychol. Couns.

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“…The results showed no main effects of maths anxiety and gender on spatial ability, even after accounting for general cognitive ability effects (Rohde & Thompson, 2007;Maloney et al, 2012). The interaction term between them was also non significant as a predictor of spatial ability.…”

Section: Resultsmentioning

confidence: 98%

“…MA is generally found to vary as a function of gender, with males showing less anxiety than females (Maloney et al, 2012;Ferguson, et al, 2015). For example, one study (Devine et al, 2012) showed that maths anxiety was 0.33 standard deviations higher in girls than in boys (F(2,429) = 11.52; p = 0.0007).…”

Section: Introductionmentioning

confidence: 99%

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

Likhanov

Захаров

Kuz’mina

et al. 2017

The European Proceedings of Social and Behavioural Sciences

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Spatial ability (SA) is known to be closely related to mathematical ability (Tosto et al., 2014).Maths anxiety (MA) has been shown to affect both mathematical and spatial ability . The present study investigated the relationship between maths performance and spatial ability, as well as the effects of MA and gender on the association between them. General cognitive ability and trait anxiety were added as control variables. Data were collected from 146 twins (32% males) aged 17-33. Interestingly, the interaction term between trait anxiety and SA was significant as a predictor for PVT reaction time. Posthoc analysis showed that higher spatial ability was associated with lower reaction time in PVT for high trait anxiety individuals only. Neither main effects of gender and maths anxiety, nor the interaction term between them were significant while predicting spatial ability. Altogether, our results indicate that the interplay between anxiety and mathematical cognition is complex and requires further research.

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“…Estos resultados se unen a los obtenidos por otros estudios que señalan el papel que tienen otras variables que median entre la ansiedad y el bajo rendimiento, por ejemplo, el uso de estrategias de aprendizaje (Maloney, Warchter, Risko, & Fugelsang, 2012;Ramirez, Chang, Maloney, Levine, & Beilock, 2016), atribución causal (Guzman, 2008), funciones ejecutivas (ver Cragg et al, 2017) o estrategias psicoinstruccionales que aplican los docentes (Jackson & Leffingwell, 1999). A título de ejemplo, destacamos un reciente metaanálisis (ver Cragg et al, 2017) que destaca una fuerte asociación entre el ejecutivo central de la memoria de trabajo y el rendimiento en matemáticas, o entre la memoria verbal y el rendimiento, más que con la memoria visual del clásico modelo de Baddeley y Hitch (1974).…”

Section: Discussionunclassified

Pisa 2012: Ansiedad Y Bajo Rendimiento en Competencia Matemática

Herreras¹

2018

Rev Iberoam Diagn Ev

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ResumenLas matemáticas resultan críticas para el desarrollo del individuo. En este trabajo no experimental, descriptivo, se compara el riesgo de tener bajo rendimiento en matemáticas función del nivel de ansiedad en 25.313 estudiantes españoles, considerando distintas variables predictoras vinculadas con el estudiantes y con el docente, de acuerdo a los resultados de PISA 2012. Las variables estudiadas fueron agrupadas en cuatro modelos: ansiedad, estrategias de aprendizaje, activación cognitiva y atribución del fracaso. En todos ellos se incluyó la variable ansiedad. El riesgo de bajo rendimiento varía en función del nivel de ansiedad en los modelos analizados. En todos los modelos ese riesgo disminuye a medida que se reduce el nivel de ansiedad en función de la escala ordinal propuesta. No hay una relación directa entre rendimiento académico y ansiedad, existiendo variables que median entre ambos. Finalmente, debe atenderse a examinar no solo una relación unidireccional sino, además, una relación bidireccional entre ambas variables.Palabras clave: estudios PISA, rendimiento, competencia, ansiedad, estrategias de aprendizaje, atribución al fracaso y activación cognitiva AbstractMathematics is critical to the development of the individual. They are different variables that can predict poor performance. In this research, not experimental, descriptive, the risk of underperforming depending on the level of anxiety compared considering different predictor variables linked to the learner and teacher. The variables were grouped into four types model: anxiety, learning strategies, cognitive activation and attribution causal of failure. It has been included in the entire model the anxiety variable included. The risk of low performance varies depending on the level of anxiety in the different models analyzed. It is observed that in three models that risk decreases as the anxiety level is reduced according to the proposal ordinal scale. There is no direct relationship between academic achievement and anxiety, there are variables that mediate between them. Finally, it should be addressed to examine not just a one-way relationship but also a two-way relationship between the two variables.

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Reducing the sex difference in math anxiety: The role of spatial processing ability

Cited by 97 publications

References 33 publications

Mathematics anxiety among engineering students and its relationship with achievement in calculus

Mathematics anxiety among engineering students and its relationship with achievement in calculus

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

Pisa 2012: Ansiedad Y Bajo Rendimiento en Competencia Matemática

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