The Math Anxiety-Performance Link
By Alana Foley, Julianne Herts, Francesca Borgonovi, Sonia Guerriero, Susan C. Levine, Sian L. Beilock. 2017
275 citations recorded by the source corpus.
Subfields: Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/0033d487a8d4a251ac729ebcd25fa45051b3461a
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Experimental and Cognitive Psychology
- Erin A. Maloney
- Sian L. Beilock
- Susan C. Levine
- Gerardo Ramirez
- Elizabeth A. Gunderson
- E. G. Peterson
- J. Cohen
- Stacy T. Shaw
In Social Psychology
- Erin A. Maloney
- Sian L. Beilock
- Susan C. Levine
- E. G. Peterson
- J. Cohen
- Gerardo Ramirez
- Yılmaz Mutlu
- Stacy T. Shaw
Citations in the corpus
- Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school (2018, background): “Importantly, math anxiety is not simply a proxy for low math ability, but it can lead to poor math achievement through multiple pathways (Foley et al., 2017; Maloney, 2016; Maloney & Beilock, 2012).”
- Math Anxiety in Students With and Without Math Learning Difficulties (2019, background): “The PISA (Programme for International Student Assessment) statistics measuring a wide variety of countries and cultures depict that the high level of negative correlation between math anxiety and mathematical performance is remarkable (Foley et al., 2017).”
- Math anxiety, intelligence, and performance in mathematics: Insights from the German adaptation of the Abbreviated Math Anxiety Scale (AMAS-G) (2018, background): “…mathematics (Betz, 1978), and Ashcraft and Moore (2009) have estimated that about 17% of the overall population display heightened levels of MA. Importantly, MA has been repeatedly demonstrated to be associated with poor performance in mathematics (for a recent review, see Foley et al., 2017).”
- A Case for Domain-Specific Curiosity in Mathematics (2019, background): “For one, because students often report negative emotions and motivations in mathematics (e.g., anxiety, boredom) (Foley et al. 2017; Lyons and Beilock 2011; Maloney et al. 2013), we consider it particularly valuable to understand curiosity as a potential positive motivation for mathematics learning.”
- Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework (2018, methodology): “For example, PISA data show that the inverse relation between math anxiety and math performance is strongest among the highest achieving 15- year-old students who are likely to also have superior WM performance (Foley et al., 2017; OECD, 2013).”