The relationships among working memory, math anxiety, and performance.

By M. Ashcraft, Elizabeth P. Kirk. Journal of experimental psychology. General, 2001

1,449 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6d988720d2d7e19ce6f392a9a15644edc64f4594

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Citations in the corpus

An integrated process model of stereotype threat effects on performance. (2008, background): “For example, vigilance and cognitive interference are thought to contribute to individual differences in text anxiety (Ashcraft & Kirk, 2001; Sarason, 1984).”
Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience (2016, background): “This second route linking anxiety and performance relates to a model of on-line MA proposed by Ashcraft and Kirk (2001).”
Mathematics Anxiety, Mathematics Performance and Academic Hardiness in High School Students (2009, background): “According to Ashcraft and Kirk (2001); the correlation between mathematics anxiety and academic performance is negatively significant.”
Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety (2020, background): “Mathematical anxiety is related to other psychological constructs, such as working memory (Ashcraft & Kirk, 2001), self-efficacy (Pajares & Graham, 1999), among others.”
Teacher Immediacy and Decreased Student Quantitative Reasoning Anxiety: The Mediating Effect of Perception (2015, neutral): “In short, math anxiety affects performance (Ashcraft & Faust, 1994; Ashcraft & Kirk, 2001; Morsanyi, Busdraghi, & Primi, 2014; Shaikh, 2013).”
Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender (2015, background): “In the context of cognitive research, mathematics anxiety has been associated with working memory deficits, independent of the individual's overall competence in mathematics (Ashcraft & Kirk, 2001, Ashcraft, & Moore, 2009; Ramirez, Gunderson, Levine, & Beilock, 2013).”
Converging evidence that stereotype threat reduces working memory capacity. (2003, background): “Th is a rti cl e is in te nd ed so le ly fo r t he p er so na l u se o f t he in di vi du al u se r a nd is n ot to b e di ss em in at ed b ro ad ly . working memory capacity of those who are high in trait anxiety (Sorg & Whitney, 1992) or math anxiety (Ashcraft & Kirk, 2001).”
Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school (2018, background): “In addition, math anxiety can lower math performance as it leads to verbal ruminations and worries that disrupt the working-memory resources needed to solve math problems (Ashcraft & Kirk, 2001; Beilock, 2008; Park, Ramirez, & Beilock, 2014).”
The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. (2016, background): “Math-anxious individuals perform poorly on math tasks that rely substantially on working memory, such as addition that involves carrying, but do not show decrements when the problems can be solved via simple fact retrieval [14].”
Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance (2013, background): “…that mathematics anxiety detrimentally impacts mathematical performance by disrupting working memory resources otherwise devoted to skill execution (Ashcraft & Kirk, 2001; Beilock & Carr, 2005; Eysenck & Calvo, 1992; Miller & Bichsel, 2004; National Mathematics Advisory Panel [NMAP], 2008; Young…”