The longitudinal role of mathematics anxiety in mathematics development: Issues of gender differences and domain-specificity

Picturing mathematicians: Examining how gender and math anxiety relate to students' representations of mathematicians in late elementary and middle school

A common gender stereotype is that men are higher performers than women in math. This stereotype not only affects students' math performance but also influences their interests and vocational options in science, technology, engineering, and mathematics (STEM). The "Draw-a-Mathematician Task" (DAMT) has been used to understand students' perceptions of who is a mathematician. However, the existing studies with DAMT often do not consider the role of other individual traits that are closely associated with gender stereotypes, such as math anxiety. The current study examined how students' math anxiety, gender, and grade level may be associated with their gendered representations of mathematicians and the level of math difficulty included in their drawings. Students (N = 261; 133 girls, 128 boys; 116 fourth graders, 89 sixth graders, 56 eighth graders) completed a math anxiety questionnaire and were then asked to draw a picture of a mathematician and explain where their ideas came from. Overall, girls drew more female mathematicians than boys, and the proportion of students drawing female mathematicians dropped steeply in eighth grade, particularly for girls. Girls showed higher levels of math anxiety than boys, and math anxiety increased across grades. However, math anxiety was unrelated to the content of students' drawings. This study emphasizes the importance of efforts to support girls' sense of belonging in mathematics, especially into secondary grades in which reported levels of math anxiety are higher.

Mathematics interest, self-efficacy, and anxiety predict STEM career choice in emerging adulthood

To examine the combined effects of maths anxiety (MA), maths self-efficacy (MSE), and maths interest (MI) on STEM career choice, we analysed self-report data from 7908 Twins Early Development Study participants, collected at ages 16 (MSE, MI), 18 (MA) and 21 (STEM career choice). When analysed in the same model, MSE did not independently predict STEM career choice. MI (OR = 1.75) was a stronger predictor than MA (OR = 0.79), which was not significant after controlling for maths achievement. MI was a significant positive predictor of STEM career choices for both males (OR = 1.88) and females (OR = 1.77). However, MA was only predictive for males (OR = 0.62), and MSE was only predictive for females in the unadjusted model (OR = 1.77). These results highlight the importance of nurturing maths interest to bridge the STEM skills gap, regardless of sex. Future research should consider the co-development of maths-related psychological constructs to further understand their influence on STEM career paths.

Role of executive functions in the relations of state- and trait-math anxiety with math performance

The detrimental effect of math anxiety on math performance is thought to be mediated by executive functions. Previous studies have primarily focused on trait-math anxiety rather than state-math anxiety and have typically examined a single executive function rather than comprehensively evaluating all of them. Here, we used a structural equation modeling approach to concurrently determine the potential mediating roles of different executive functions (i.e., inhibition, switching, and updating) in the relationships between both state- and trait-math anxiety and math performance. A battery of computer-based tasks and questionnaires were administered to 205 university students. Two relevant results emerged. First, confirmatory factor analysis suggests that math anxiety encompassed both trait and state dimensions and, although they share substantial variance, trait-math anxiety predicted math performance over and above state-math anxiety. Second, working memory updating was the only executive function that mediated the relationship between math anxiety and math performance; neither inhibition nor switching played mediating roles. This calls into question whether some general proposals about the relationship between anxiety and executive functions can be extended specifically to math anxiety. We also raise the possibility that working memory updating or general cognitive difficulties might precede individual differences in math anxiety.

Assessment of math anxiety as a potential tool to identify students at risk of poor acquisition of new math skills: longitudinal study of grade 9 Italian students

Introduction

Numerous international educational institutions have sounded the alarm about the gradual increase in the number of students failing to achieve a sufficient level of proficiency in mathematical abilities. Thus, the growing interest in identifying possible solutions and factors interfering with learning seems justified. In recent years, special attention has accrued to the possible role played by emotional factors.

Methods

In the present investigation, students in the first grade of a technical vocational secondary school are followed to assess the influence of math anxiety (MA) on the development of skill acquisition in calculus. A math skills assessment test is administered on two occasions, at the beginning and end of the school year.

Results

Results highlighted that the score on the anxiety scale, administered at the beginning of the year, negatively correlated with the score obtained on the mathematics test, administered at the end of the school year: the higher the level of anxiety, the worse the performance. Furthermore, the score obtained in the second administration makes it possible to divide the students tested into two groups: students who improved their performance and students who did not benefit at all from repeating the test. In these two groups, an analysis of the relationships between the outcome of the end-of-year mathematics test and the level of MA at the beginning of the year showed that MA correlates negatively with performance only in students who will fail to acquire new expertise in mathematics over the course of the school year.

Discussion

The results suggest that MA may interfere with the smooth development of math skills. Assessing the level of MA at the beginning of the school year could prove to be a useful tool in identifying which and how many students are at risk of failing to achieve the skills expected from the usual course of instruction. A consideration of anxiety as one of the variables at play in the genesis of learning difficulties may prompt educators to modify teaching methodology and strategies by increasing focus on the impact of the emotional dimension on learning.

Peer network in math anxiety: A longitudinal social network approach

Regardless of age, math anxiety (i.e., adverse affective reactions in situations involving math) is associated with lower math achievement. Previous studies have investigated the role of adult figures (e.g., parents, teachers) in the development of children's math anxiety. However, given the importance of peer relationships during adolescence, we examined friendship selection and social influence on children's math anxiety using longitudinal peer network analyses. Throughout the academic semester, we found that children became more similar to their peers in math anxiety levels but did not form new peer networks based on their levels of math anxiety. These findings highlight the importance of peers' emotional reactions to math, which could influence future academic achievement and career aspirations considerably.

Achievement, self-concept and anxiety in mathematics and English: A three-wave cross-lagged panel study

BACKGROUND

Many studies (especially cross-sectional ones) have shown signicant links between two of these three constructs-achievement, self-concept and anxiety.

OBJECTIVES

Unlike past longitudinal studies that examined only two of these three constructs, this study examines all three, grounded in self-determination theory, control-value theory and transactional theory of anxiety.

METHODS

Chinese secondary school students (N = 823) completed questionnaires across three time points covering one school year, and we collected data on their mathematics and second language (L2) English test scores.

RESULTS

Cross-lagged panel models showed equal effect sizes in both pairs of time periods (T1-T2 and T2-T3). In both mathematics and L2 English, (a) achievement, self-concept and anxiety all showed moderate autoregression effects and hence, relative stability, (b) achievement and self-concept showed reciprocal positive effects and (c) self-concept negatively predicted subsequent anxiety. In mathematics but not L2 English, anxiety negatively predicted self-concept, and achievement negatively predicted anxiety, showing domain differences. Self-concept mediated achievement's negative effect on anxiety only in L2 English.

CONCLUSIONS

Distinguishing within domain and cross domain effects of achievement, self-concept, and anxiety in mathematics and L2 English deepen our understanding of the relationships among these three constructs.

Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance

Various studies have highlighted the important influence of math ability in a numerate society. In this study, we investigated the influence of emotional (math anxiety and math enjoyment) and cognitive-motivational (math self-efficacy) factors on math performance. Participants were 145 fifth-grade students (84 boys and 61 girls). The results showed that math performance was negatively correlated with math anxiety and positively correlated with math enjoyment and math self-efficacy. Moreover, math anxiety was negatively associated with enjoyment in math and math self-efficacy, whereas math enjoyment was positively correlated with math self-efficacy. Hierarchical regression analysis showed a significant influence of math anxiety and math self-efficacy on math performance in fifth-grade students. Results are discussed in terms of a new perspective in emotional and motivational factors to train in school contexts.

Appraisals of previous math experiences play an important role in math anxiety

Math anxiety affects many people, from young children through to older adults. While there has been debate concerning the developmental trajectory of math anxiety and negative math attitudes, little attention has been given to the role of appraisals of previous math experiences. We surveyed 308 adults (mean age = 27.56 years, SD = 11.25) and assessed self-reported measures of math anxiety, mathematical resilience, math attitudes, and appraisal of previous math experiences. As hypothesized, all variables were found to be interrelated. Math anxiety was significantly negatively related to appraisal of previous math experiences, mathematical resilience, and math attitudes. Moreover, appraisal of previous math experiences was shown to mediate the relations between (1) math anxiety and math attitudes, and (2) mathematical resilience and math attitudes. The findings demonstrate the importance of considering current appraisals of previous math experiences and are consistent with an interpretation account of math anxiety. This may help inform cognitive-based interventions that focus on one's interpretation of past events to support current and future math learning and engagement.

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

Peer tutoring in combination with math digital tools was employed with middle school students learning mathematics. A total of 112 students in 9th grade (14 to 15 years old) participated in the study. A pretest–posttest with control group design was used. Students worked with systems of linear equations during the experience. The effects of the intervention of peer tutoring in combination with math digital tools on students’ mathematics achievement were examined using quantitative methods. The way students in the experimental group learned and their motivation towards using digital tools compared with students in the control group were analysed qualitatively. Statistically significant improvements and a large effect size were reported for students’ mathematics achievement in the experimental group. No statistically significant differences were reported between the pretest and the posttest for the control group. The qualitative analyses revealed that students in the experimental group achieved a higher level of autonomous learning, showed a greater association of mathematical concepts, helped their peers more, did more exercises and problems than students in the control group, and enjoyed the experience.

Working Memory and Its Mediating Role on the Relationship of Math Anxiety and Math Performance: A Meta-Analysis

It is well established that math anxiety has a negative relationship with math performance (MP). A few theories have provided explanations for this relationship. One of them, the Attentional Control Theory (ACT), suggests that anxiety can negatively impact the attentional control system and increase one's attention to threat-related stimuli. Within the ACT framework, the math anxiety (MA)-working memory (WM) relationship is argued to be critical for math performance. The present meta-analyses provides insights into the mechanisms of the MA-MP relation and the mediating role of WM. Through database searches with pre-determined search strings, 1,346 unique articles were identified. After excluding non-relevant studies, data from 57 studies and 150 effect sizes were used for investigating the MA-MP correlation using a random-effects model. This resulted in a mean correlation of r = -0.168. The database search of WM as a mediator for the MA-MP relation revealed 15 effects sizes leading to a descriptive rather than a generalizable statistic, with a mean indirect effect size of -0.092. Overall, the results confirm the ACT theory, WM does play a significant role in the MA-MP relationship.

A multidimensional examination of math anxiety and engagement on math achievement

BACKGROUND

Math anxiety (MA) and math achievement are generally negatively associated.

AIMS

This study investigated whether and how classroom engagement behaviors mediate the negative association between MA and math achievement.

SAMPLE

Data 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).

METHODS

Math 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.

RESULTS

Students 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.

CONCLUSIONS

Overall, 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.

Math Anxiety Is Related to Math Difficulties and Composed of Emotion Regulation and Anxiety Predisposition: A Network Analysis Study

Current evidence suggests emotion regulation is an important factor in both math anxiety and math performance, but the interplay between these constructs is unexamined. Given the multicomponent structure of math anxiety, emotion regulation, and math performance, here, we aimed to provide a comprehensive model of the underlying nature of the links between these latent variables. Using the innovative network analysis approach, the study visualized the underlying links between directly observable and measurable variables that might be masked by traditional statistical approaches. One hundred and seventeen adults completed a battery of tests and questionnaires on math anxiety, emotion regulation, and math performance. The results revealed: (1) state math anxiety (the emotional experience in math-related situations), rather than trait math anxiety, was linked to anxiety predisposition, subjective valence of math information, and difficulties in emotion regulation; (2) the link between state math anxiety and math performance partialed out the link between trait math anxiety and performance. The study innovatively demonstrates the need to differentiate between traits and tendencies to the actual emotional experience and emotion regulation used in math anxiety. The results have important implications for the theoretical understanding of math anxiety and future discussions and work in the field.