An official website of the United States government
Mathematics anxiety is a phenomenon characterized by feelings of tension and nervousness towards math (Ashcraft, 2002). Unsurprisingly, it has been extensively documented to be negatively associated with mathematical performance (Ramirez et al., 2018). Research consistently shows that math anxiety impacts cognitive processing abilities and diminishes working memory resources, leading to poorer problem-solving skills and lower achievement in mathematical tasks (Ashcraft & Krause, 2007; Ramirez et al., 2013). It is important to consider students with different math anxiety levels and patterns when creating new math learning interventions, as math anxiety affects how students perceive and learn from mathematical interventions. Recognizing and accommodating the diverse math interventions to math anxiety can help create more effective learning environments. In this dissertation, I will present three studies that examine how math anxiety interplays with math performance and manifests in learning.
more »
« less
A multidimensional examination of math anxiety and engagement on math achievement
BackgroundMath anxiety (MA) and math achievement are generally negatively associated. AimsThis study investigated whether and how classroom engagement behaviors mediate the negative association between MA and math achievement. SampleData were drawn from an ongoing longitudinal study that examines the roles of affective factors in math learning. Participants consisted of 207 students from 4th through 6th grade (50% female). MethodsMath anxiety was measured by self‐report using the Mathematics Anxiety Scale for Children (Chiu & Henry, 1990,Measurement and valuation in Counseling and Development, 23, 121). Students self‐reported their engagement in math classrooms using a modified version of the Math and Science Engagement Scale (Wang et al., 2016,Learning and Instruction, 43, 16). Math achievement was assessed using the Applied Problem, Calculations, and Number Matrices subtests from the Woodcock‐Johnson IV Tests of Achievement (Schrank et al., 2014,Woodcock‐Johnson IV Tests of Achievement. Riverside). Mediation analyses were conducted to examine the mediating role of classroom engagement in the association between MA and math achievement. ResultsStudents with higher MA demonstrated less cognitive‐behavioral and emotional engagement compared to students with lower MA. Achievement differences among students with various levels of MA were partly accounted for by their cognitive‐behavioral engagement in the math classroom. ConclusionsOverall, students with high MA exhibit avoidance patterns in everyday learning, which may act as a potential mechanism for explaining why high MA students underperform their low MA peers.
more »
« less
- Award ID(s):
- 1750025
- PAR ID:
- 10445263
- Publisher / Repository:
- Wiley-Blackwell
- Date Published:
- Journal Name:
- British Journal of Educational Psychology
- Volume:
- 92
- Issue:
- 3
- ISSN:
- 0007-0998
- Page Range / eLocation ID:
- p. 955-973
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
The present study tested the learning avoidance model by examining the degree to which learning avoidance in various afterschool settings mediated the negative association between math anxiety and math achievement. Participants consisted of 207 third to sixth graders. Using a path model, findings showed that students’ math anxiety was negatively associated with both standardized math achievement test scores and parent-reported math school grades. Additionally, higher math anxiety was associated with more negative homework behaviors and less frequent participation in math-related extracurricular activities. Finally, the association between math anxiety and math achievement was partially mediated by negative math homework behaviors and participation in math extracurricular activities. Effort in math exam preparation did not contribute to explaining the association between math anxiety and math achievement. Overall, these findings support the learning avoidance model and suggest that avoidance behaviors in everyday learning in the afterschool setting may contribute to explaining the undesired math achievement among highly math anxious students.more » « less
-
Objective Historically, numerous studies have supported a male advantage in math. While more recent literature has shown that the gender gap is either decreasing or non-significant, a gender difference remains for higher level math (high school and college) (Hyde et. al. 1990; Casey et. al. 1995). It is known that both cognitive and non-cognitive factors influence math performance. There is little evidence for gender differences in working memory (Miller & Bichsel, 2004), which is a key predictor for mathematics. There is, however, evidence for gender differences in the non-cognitive domain, including math anxiety, with females having higher levels (Miller & Bichsel, 2004; Goetz, et. al. 2013). This study evaluates gender differences in both standardized and everyday math performances, and the way that cognitive and non-cognitive factors impact math. The study is focused on a very understudied group with high levels of math difficulty, namely community college students. We expected to find gender differences in math, and expect these to be in part accounted for by gender differences in strong mathematical predictors, particularly non-cognitive factors. Participants and Methods Participants included 94 community college students enrolled in their first math class (60 female; 34 male). Participants were administered the Kaufman Test of Educational Achievement – 3rd edition (KTEA3): Math Computation (MC) and Math Concepts Application (MCA) subtests, as well as an original Everyday Math (EM) measure which assessed their math ability in the context of common uses for math (e.g., financial and health numeracy). Additional measures included math anxiety, self-efficacy, and confidence. Finally, measures of complex span working memory tasks were administered to assess verbal and spatial working memory. Analyses were performed using correlation and regression to examine relationships between the cognitive and non-cognitive variables and standardized and everyday math measures. Results Correlations showed that all cognitive and non-cognitive variables are significantly correlated with all three math measures (all p < .05). There were no significant gender differences for any of the math measures, nor the working memory, or non-cognitive measures. Regression showed that across all three math outcomes, math anxiety and verbal working memory are significantly predictive of math performance. Overall R2 values were significant (range 27% to 37%, all p < .001). Working memory and math anxiety were unique predictors in all three regressions (all p < .05), but other non-cognitive variables such as self-efficacy did not show unique prediction (all p > .05). Conclusions There was no evidence for gender differences on any studied variable. This stands in contrast to prior studies, although few studies have included community college students. On the other hand, both cognitive and non-cognitive factors were complimentary in the prediction of math outcomes, which is consistent with prior work. Among non-cognitive predictors, math anxiety was particularly prominent. This study clarifies prior conflicting work regarding gender differences, and highlights the role of both math anxiety and working memory as relevant for multiple math outcomes.more » « less
-
Research Findings: Two hundred and sixty-seven Chilean children from grades 1–3, their fathers and their mothers completed measures of implicit and explicit math-related beliefs (math–gender stereotypes, math selfconcepts) and feelings (math anxiety), as well as tests of mathematical achievement. Children, fathers, and mothers exhibited stereotypes that link math with males. More specifically, mothers identified more with language than with math, while fathers and children identified more with math than with language. Path analyses models revealed that children’s explicit math self-concepts significantly predicted their actual math achievement. Children’s explicit self-concept was, in turn, explained marginally by the mathematical anxiety of their mothers. Practice or Policy: These results contribute to our understanding of the relation between parental and children’s beliefs and children’s math achievement during early elementary school years. In countries such as Chile, with a significant gender gap in math achievement, these findings may highlight relevant aspects to consider when designing interventions aimed at educational equity and providing equal mathematical learning opportunities to boys and girls.more » « less
-
Objective Math and reading are related at the disability level and along the continuum of skill (Cirino, 2022). Cognitive correlates of math and reading in children are well-known separately, with a recent focus on the reason for their overlap. However, less is known about these issues in community college (CC) students despite more than half of post-secondary education occurring at this level. Here we assess cognitive predictors of math and reading (language, working memory, processing speed, nonverbal reasoning, attention) in CC students, outcome overlap, and the extent that predictors account for overlap. We expect all predictors to relate to achievement, with language and working memory as the strongest predictors, and accounting for the most overlap. We also expect more overlap and stronger prediction for complex outcomes (reading comprehension and math applications) relative to foundational skills (word reading and computations). Participants and Methods Participants were 94 CC students enrolled in their first math class. Approximately half the students were taking developmental coursework. Participants were administered four KTEA-3 measures: Letter-Word Reading, Reading Comprehension, Math Computation, and Math Concepts and Application. Language consisted of Vocabulary (K-BIT-2), and Elision and Rapid Naming subtests of the CTOPP-2. Working memory was assessed with two complex span measures (Symmetry Span and Reading Span). Processing speed was measured with the WAIS-IV, and nonverbal reasoning with the K-BIT-2. Attention was assessed via a researcher-designed continuous performance task and a self-rating scale. Multiple regression assessed cognitive prediction for each achievement measure; and partial correlation evaluated overlap. Results For computations, all predictors accounted for R2=53% variance; nonverbal reasoning and elision were unique predictors (p<.05). For math applications, R2=58%, with unique prediction for nonverbal reasoning, vocabulary, elision, and symmetry span. For word reading, R2=50%, with unique prediction for vocabulary, elision, and reading span. Finally, for reading comprehension, R2=47%, with unique prediction for vocabulary and nonverbal reasoning. Regarding overlap, computations and word reading correlated r=.50, and math applications and reading comprehension r=.57, which is higher than a recent meta-analysis (Unal et al., 2023). Language was the strongest contributor of overlap; these variables reduced the correlation for foundational achievement by 50%, and for complex achievement, by 32%. Other domains accounted for little overlap, despite significant zero-order correlations. Substantive results were generally similar when covariates were considered. Conclusions Individual prediction was dominated by language, nonverbal reasoning, and working memory variables. Math and reading performances were strongly related, and language was the strongest predictor of this overlap, which is only partially consistent with extant literature but adds context and generalization for CC students. Attention and processing speed were only weakly related to performance, which may reflect the overlearned nature of these skills at this level. Future work might need to include more malleable factors (e.g., motivation), as well as broader views of achievement (e.g., course grades).more » « less
