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  1. The subject matters: relations among types of anxiety, ADHD symptoms, math performance, and literacy performance.Sabrina M. Di Lonardo Burr & Jo-Anne LeFevre - 2021 - Cognition and Emotion 35 (7):1334-1349.
    In this study, we extended a model of the relations among ADHD symptoms, anxiety, and academic performance. Undergraduates (N = 515) completed self-report measures of anxiety (i.e. trait, test, math, and literacy) and ADHD symptoms. During the study, they completed math and literacy measures and reported their current (i.e. state) anxiety three times. There were significant correlations among ADHD symptoms and all measures of anxiety. However, neither ADHD symptoms nor trait anxiety were correlated with math or literacy performance. Test-anxious students (...)
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  • The Influence of Mathematical Test Anxiety and Self-Efficacy on Students’ Performance.Arnold Dela Cruz & Melodina Dela Cruz - 2022 - Universal Journal of Educational Research 1 (1):12-26.
    The purpose of this study was to investigate the relationships between the students’ self-efficacy, test anxiety and performance on Mathematics of Saint Joseph College, Junior High School Department for SY 2019- 2020. The respondents of the study were randomly chosen junior high school students. Descriptive correlational method of research was used. The data gathered were statistically treated using the Excel and IBM SPSS programs, which summarize the percentage scores, weighted means, correlation coefficients, independent t-test values, and corresponding p-values of relevant (...)
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  • Relationships Between Mathematics Performance and Attitude to Mathematics: Influences of Gender, Test Anxiety, and Working Memory.Ann Dowker & Hannah Sheridan - 2022 - Frontiers in Psychology 13.
    Many studies have indicated that mathematics anxiety, and other negative attitudes and emotions toward mathematics, are pervasive and are associated with lower mathematical performance. Some previous research has suggested that working memory is related to both mathematics anxiety and mathematics. Moreover, both gender and chosen course of study appeared likely to influence students’ attitudes to mathematics. In the present study, 40 university undergraduates completed a battery of assessments investigating working memory, attitude to mathematics, test anxiety. and mental and written arithmetic. (...)
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  • The Early Elementary School Abbreviated Math Anxiety Scale (the EES-AMAS): A New Adapted Version of the AMAS to Measure Math Anxiety in Young Children.Caterina Primi, Maria A. Donati, Viola A. Izzo, Veronica Guardabassi, Patrick A. O’Connor, Carlo Tomasetto & Kinga Morsanyi - 2020 - Frontiers in Psychology 11.
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  • Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School.Lital Daches Cohen & Orly Rubinsten - 2017 - Frontiers in Psychology 8.
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  • The Relationship Between Math Anxiety and Math Performance: A Meta-Analytic Investigation.Jing Zhang, Nan Zhao & Qi Ping Kong - 2019 - Frontiers in Psychology 10.
    Math anxiety (MA) has been suggested to decrease the math performance of students. However, it remains unclear what factors moderate this relationship. The purpose of this study was to analyze the link between MA and math performance. Studies that explored the relationship between MA and math performance, 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 correlation between MA and math performance. Furthermore, regarding the (...)
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  • Numeracy Gender Gap in STEM Higher Education: The Role of Neuroticism and Math Anxiety.Maristella Lunardon, Tania Cerni & Raffaella I. Rumiati - 2022 - Frontiers in Psychology 13.
    The under-representation of women in Science, Technology, Engineering, and Mathematics is ubiquitous and understanding the roots of this phenomenon is mandatory to guarantee social equality and economic growth. In the present study, we investigated the contribution of non-cognitive factors that usually show higher levels in females, such as math anxiety and neuroticism personality trait, to numeracy competence, a core component in STEM studies. A sample of STEM undergraduate students, balanced for gender and Intelligent Quotient, completed online self-report questionnaires and a (...)
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  • The Association Between Emotion Regulation, Physiological Arousal, and Performance in Math Anxiety.Rachel G. Pizzie & David J. M. Kraemer - 2021 - Frontiers in Psychology 12:639448.
    Emotion regulation (ER) strategies may reduce the negative relationship between math anxiety and mathematics accuracy, but different strategies may differ in their effectiveness. We recorded electrodermal activity (EDA) to examine the effect of physiological arousal on performance during different applied ER strategies. We explored how ER strategies might affect the decreases in accuracy attributed to physiological arousal in high math anxious (HMA) individuals. Participants were instructed to use cognitive reappraisal (CR), expressive suppression (ES), or a “business as usual” strategy. During (...)
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  • Editorial: Individual Differences in Arithmetical Development.Ann Dowker, Bert De Smedt & Annemie Desoete - 2019 - Frontiers in Psychology 10.
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  • Influence of emotional stimuli on metacognition: A study in arithmetic.Marie Geurten & Patrick Lemaire - 2022 - Consciousness and Cognition 106 (C):103430.
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  • Mathematics Anxiety: An Intergenerational Approach.Kiran Vanbinst, Elien Bellon & Ann Dowker - 2020 - Frontiers in Psychology 11.
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  • Mathematics Anxiety and Statistics Anxiety. Shared but Also Unshared Components and Antagonistic Contributions to Performance in Statistics.Manuela Paechter, Daniel Macher, Khatuna Martskvishvili, Sigrid Wimmer & Ilona Papousek - 2017 - Frontiers in Psychology 8.
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  • Mathematically Gifted Accelerated Students Participating in an Ability Group: A Qualitative Interview Study.Jørgen Smedsrud - 2018 - Frontiers in Psychology 9.
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  • Math Anxiety in Combination With Low Visuospatial Memory Impairs Math Learning in Children.Mojtaba Soltanlou, Christina Artemenko, Thomas Dresler, Andreas J. Fallgatter, Ann-Christine Ehlis & Hans-Christoph Nuerk - 2019 - Frontiers in Psychology 10.
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  • Predicting Mathematics Achievement in Secondary Education: The Role of Cognitive, Motivational, and Emotional Variables.Amanda Abín, José Carlos Núñez, Celestino Rodríguez, Marisol Cueli, Trinidad García & Pedro Rosário - 2020 - Frontiers in Psychology 11.
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  • Gender Differences Regarding the Impact of Math Anxiety on Arithmetic Performance in Second and Fourth Graders.Hanneke I. Van Mier, Tamara M. J. Schleepen & Fabian C. G. Van den Berg - 2019 - Frontiers in Psychology 9.
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  • Fostering preservice teachers’ expectancies and values towards computational thinking.Anke M. Weber, Morten Bastian, Veronika Barkela, Andreas Mühling & Miriam Leuchter - 2022 - Frontiers in Psychology 13.
    TheoryDigital technologies have become an integral part of everyday life that children are exposed to. Therefore, it is important for children to acquire an understanding of these technologies early on by teaching them computational thinking as a part of STEM. However, primary school teachers are often reluctant to teach CT. Expectancy-value theory suggests that motivational components play an important role in teaching and learning. Thus, one hindrance to teachers’ willingness to teach CT might be their low expectancies of success and (...)
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  • Developmental relations between mathematics anxiety, symbolic numerical magnitude processing and arithmetic skills from first to second grade.Riikka Mononen, Markku Niemivirta, Johan Korhonen, Marcus Lindskog & Anna Tapola - 2022 - Cognition and Emotion 36 (3):452-472.
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  • Relation Between Mathematical Performance, Math Anxiety, and Affective Priming in Children With and Without Developmental Dyscalculia.Karin Kucian, Isabelle Zuber, Juliane Kohn, Nadine Poltz, Anne Wyschkon, Günter Esser & Michael von Aster - 2018 - Frontiers in Psychology 9.
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  • Heterosis in COMT Val158Met Polymorphism Contributes to Sex-Differences in Children’s Math Anxiety.Annelise Júlio-Costa, Aline Aparecida Silva Martins, Guilherme Wood, Máira Pedroso de Almeida, Marlene de Miranda, Vitor Geraldi Haase & Maria Raquel Santos Carvalho - 2019 - Frontiers in Psychology 10.
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  • Longitudinal Performance in Basic Numerical Skills Mediates the Relationship Between Socio-Economic Status and Mathematics Anxiety: Evidence From Chile.Bárbara Guzmán, Cristina Rodríguez & Roberto A. Ferreira - 2021 - Frontiers in Psychology 11.
    Socio-economic status and mathematical performance seem to be risk factors of mathematics anxiety in both children and adults. However, there is little evidence about how exactly these three constructs are related, especially during early stages of mathematical learning. In the present study, we assessed longitudinal performance in symbolic and non-symbolic basic numerical skills in pre-school and second grade students, as well as MA in second grade students. Participants were 451 children from 12 schools in Chile, which differed in school vulnerability (...)
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  • Comorbid Learning Difficulties in Reading and Mathematics: The Role of Intelligence and In-Class Attentive Behavior.David C. Geary, Mary K. Hoard, Lara Nugent, Zehra E. Ünal & John E. Scofield - 2020 - Frontiers in Psychology 11.
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  • Profiles of Mathematics Anxiety Among 15-Year-Old Students: A Cross-Cultural Study Using Multi-Group Latent Profile Analysis.Xizhen Fan, Ronald K. Hambleton & Minqiang Zhang - 2019 - Frontiers in Psychology 10.
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  • Math Anxiety and Working Memory Updating: Difficulties in Retrieving Numerical Information From Working Memory.Santiago Pelegrina, M. José Justicia-Galiano, M. Eva Martín-Puga & Rocío Linares - 2020 - Frontiers in Psychology 11.
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  • The link between math anxiety and performance does not depend on working memory: A network analysis study.Nachshon Korem, Lital Daches Cohen & Orly Rubinsten - 2022 - Consciousness and Cognition 100 (C):103298.
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