Mathematics anxiety and mathematical calculation in deaf children: A moderated mediation model of mathematics self-efficacy and intelligence

Gender differences in mathematics anxiety: A meta-analysis of Chinese children

Mathematics anxiety (MA) is a widespread phenomenon that affects an individual's learning of mathematics. MA between different genders has been of great interest to researchers. Meta-analysis was used to examine the relationship between MA and gender in Chinese children, along with the influencing factors. After literature search and screening, 83 papers and 91 independent samples met the inclusion criteria. The results of the main effect test of the random effect model revealed a correlation of significant levels between MA and gender, r = -0.131, 95%CI [-0.158, -0.105], Z = -9.508, and p < 0.001. Girls had higher MA than boys. The outcomes of the moderating effect test indicated that the moderating effect of age, economic region and measurement instrument in the relationship between MA and gender was significant. But the moderating effect of period was not significant. Specifically, gender differences in MA were greater at the middle school compared to the elementary school. And the greatest correlation between children's MA and gender was in the western region. The gender difference of MA measured by different instruments varied.

Exploring the Influence of Problematic Mobile Phone Use on Mathematics Anxiety and Mathematics Self-Efficacy: An Empirical Study during the COVID-19 Pandemic

Problematic mobile phone use is a pervasive issue globally and has aroused wide public concerns. Prior studies have indicated that problematic mobile phone use has a series of negative effects on individuals’ physical and mental health. However, the effects on student learning have seldom been investigated. During the COVID-19 pandemic, home quarantine and social distancing have led to individuals’ greater problematic mobile phone use, and it is essential to have a better understanding of individuals’ problematic mobile phone use and its negative effects during this unprecedented period. Given this, the present study investigates the effects of university students’ problematic mobile phone use on mathematics self-efficacy and mathematics anxiety, which play critical roles in mathematics learning. This study collected data from 420 students in March 2022, when a large-scale COVID-19 lockdown took place in Shanghai, China. Structural equation modeling was used to analyze the data. Our findings show that university students’ problematic mobile phone use can significantly impact mathematics anxiety and indirectly—yet considerably—influence mathematics self-efficacy. This study calls for increased public concern regarding students’ problematic mobile phone use during the COVID-19 pandemic.