Stress, Time Pressure, Strategy Selection and Math Anxiety in Mathematics: A Review of the Literature

Caviola, Sara; Carey, Emma; Mammarella, Irene C.; Szűcs, Dénes

doi:10.3389/fpsyg.2017.01488

Cited by 78 publications

(62 citation statements)

References 106 publications

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“…PS and MAT, and TSST which combines both tasks, are known to induce a significant cardiovascular and subjective stress response (Kirschbaum et al ., 1993; Westenberg et al ., 2009). The social-evaluative components including (false) feedback (Atchley et al ., 2017) and time pressure are particularly efficient in inducing stress (Dickerson and Kemeny, 2004; Caviola et al ., 2017). However, without subjective stress assessment, no clear conclusion can be drawn on the psychophysiological response to stress, thus limiting the findings of several of the studies reviewed here.…”

Section: Discussionmentioning

confidence: 99%

Heart rate and high frequency heart rate variability during stress as biomarker for clinical depression. A systematic review

et al. 2018

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The interaction of physical and mental vulnerability and environmental constraints is thought to foster the development of psychiatric disorders such as major depressive disorder (MDD). A central factor in the development of psychopathology is mental stress. Despite some evidence for parasympathetic withdrawal and sympathetic overactivity in MDD, the psychophysiological response to stress in depression is not clear-cut. Given the growing interest in heart rate and heart rate variability as indicators for remote monitoring of patients, it is important to understand how patients with MDD react to stress in a laboratory-controlled environment. We conducted a systematic review of studies using electrocardiography to derive heart rate and heart rate variability during stress in patients with clinical depression. We focused on well-validated stress tasks- the mental arithmetic stress task, the Trier social stress task and public speaking task- to minimize confounding effects due to the nature of the stressor. The majority of studies found hypo-reactivity during stress as a hallmark of depression as evidenced by lower fluctuation in heart rate and heart rate variability in the high-frequency band. We address the potential underlying biological mechanisms, the influence of covariates on these measures and briefly discuss the specificity and potential for remote monitoring by using these variables.

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Section: Discussionmentioning

confidence: 99%

Heart rate and high frequency heart rate variability during stress as biomarker for clinical depression. A systematic review

et al. 2018

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“…In future studies it would be extremely interesting to no longer look at the relationship between these three variables, but rather the complete explanatory hypotheses, maybe designing longitudional or repeated measure studies that might adequately capture the causal relationships implicit in the two hypotheses. One recent study (Caviola et al, 2017) reviewed past research which looked at how stress induction, manipulation of time pressure, and math anxiety could interfere with and/or condition the selection of strategies to solve arithmetic problems. The researchers concluded that, owing to the scant available literature, the questions could only be partially answered, and currently there is not much evidence of clear associations.…”

Section: Discussionmentioning

confidence: 99%

The Role of Anxiety in the Relationship between Self-efficacy and Math Achievement

Pérez-Fuentes

Núñez

Molero

et al. 2020

Psicología Educativa

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The European Commission has repeatedly highlighted the fact that the Spanish education system has not reached any of the objectives set for secondary students' achievement (Valle et al., 2009). A recent report of the National Statistics Institute shows that Spain has managed to reduce the rate of school dropout over the last ten years from 31.7% to 17.3% in 2019. However, Spain is still one of the EU countries with the highest school failure rate for young people aged 18 to 24 (INE, 2019). These youth leave education having completed, at most, only the first part of secondary education (ESO). The mathematics subject is an expected concern for the Spanish school system, given the fact that math is involved in a wide range of activities and expertise in modern society. Understanding math is an absolute necessity in a society that is becoming ever more complex and technology-dependent. Nowadays, most sciences, including social sciences such as sociology, psychology, and economics, use more and more mathematical tools. Math is used in sport, dietetics, traffic management, population management etc. However, most academic difficulties and failures are concentrated in math. In fact,

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“…Although the task in the current study also involved basic operations of addition, subtraction, multiplication and division, it was performed under time pressure. Caviola et al (2017a) reviewed studies addressing the effects of time pressure on math performance and concluded that time pressure indeed affected math performance by choosing strategies that can be applied quickly but might be suboptimal. Gender related effects were not studied or reported.…”

Section: Discussionmentioning

confidence: 99%

“…It has consistently been reported that higher levels of math anxiety are related to lower scores on math achievement tests, fewer math courses taken, lower grades in math courses, and to avoiding certain career paths involving mathematics (e.g., Ma, 1999; Ashcraft and Krause, 2007; Ashcraft and Moore, 2009). Math anxiety can be provoked by simple arithmetic problems when performing under time pressure (Ashcraft, 2002; Caviola et al, 2017a) and with increasing complexity of arithmetic tasks (Kellogg et al, 1999; Ashcraft and Krause, 2007). Although the relation between math anxiety and achievement in mathematics has been studied extensively in adults and adolescents, little research has focused on this relation in young children in elementary school (Ganley and McGraw, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…We used this test because grades for math in schools are almost always based on performance in tests that have to be finished within a certain time period. Time pressure can work as a stressor and as such might elicit an online anxiety state during task execution resulting in less optimal strategy selection and lower math performance (Caviola et al, 2017a). Several studies have included the TTA to measure arithmetic ability in children (e.g., Van der Sluis et al, 2005; Stock et al, 2009) also in relation to math anxiety (Erturan and Jansen, 2015; Schleepen and Van Mier, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Gender Differences Regarding the Impact of Math Anxiety on Arithmetic Performance in Second and Fourth Graders

2019

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The development of math skills is crucial for adequate functioning in academic and professional settings as well as in daily life. A factor that has been shown to negatively influence performance and acquisition of math skills is math anxiety. With the high prevalence of math anxiety in society and the long lasting effects on math performance, it is important to study the relation between math anxiety and math performance in young children. Since math anxiety is often more pronounced in women than in men, it is essential to take the effect of gender into account. While the effect of gender on the relation between math anxiety and math performance has been studied in adults and adolescents, less research has focused on children, especially children at young ages. To fill this gap, the current study examined how the relation between math anxiety and math performance differed between boys and girls in early elementary school years. Math anxiety and math performance was assessed in 124 second- and fourth-grade children (67 girls and 57 boys). Although boys and girls showed more or less equal levels of math anxiety and performed similarly at the arithmetic task, correlation analyses showed that only in girls, math anxiety significantly correlated with math performance. Analyses investigating if math anxiety moderated the effect of gender and grade on math performance revealed significant differences between boys and girls. Higher levels of math anxiety only significantly and negatively moderated math performance in girls, with the greatest effect observed in 2nd grade girls. These findings highlight the importance of taking gender differences into account when studying the effect of math anxiety. The results showed that math anxiety is already negatively linked to math performance in girls as early as second grade. The present findings emphasize the importance of the early identification and remediation of math anxiety in girls to prevent long lasting effects. Possible causes for the gender related differences will be discussed.

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Stress, Time Pressure, Strategy Selection and Math Anxiety in Mathematics: A Review of the Literature

Cited by 78 publications

References 106 publications

Heart rate and high frequency heart rate variability during stress as biomarker for clinical depression. A systematic review

Heart rate and high frequency heart rate variability during stress as biomarker for clinical depression. A systematic review

The Role of Anxiety in the Relationship between Self-efficacy and Math Achievement

Gender Differences Regarding the Impact of Math Anxiety on Arithmetic Performance in Second and Fourth Graders

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