Math anxiety and its cognitive consequences: A tutorial review.

By M. Ashcraft, Kelly Ridley. 2005

221 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8183c6dd2d1557ada2bcc08e1136a364e42472b8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

The Single-Item Math Anxiety scale (SIMA): An alternative way of measuring mathematical anxiety (2014, background): “…of mathematical anxiety have attracted increasing interest among cognitive psychologists, who have devoted a great deal of effort to studying the differences in numerical and mathematical processing related to different levels of math anxiety (for a review, see Ashcraft and Ridley, 2005).”
The Development and Validation of the Children’s Anxiety in Math Scale (2013, background): “They also suffer from low self-efficacy in math, and may experience low selfesteem resulting from their anxiety (Ashcraft & Ridley, 2005).”
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 anxiety often results in avoidance of math and math-related situations altogether [9].”
The Single-Item Math Anxiety Scale (2014, background): “…of mathematical anxiety have attracted increasing interest among cognitive psychologists, who have devoted a great deal of effort to studying the differences in numerical and mathematical processing related to different levels of math anxiety (for a review, see Ashcraft & Ridley, 2005).”
Mathematics Anxiety and Its Development in the Course of Formal Schooling—A Review (2013, background): “Yet, it is difficult to separate social and cultural factors from those of sex per se (Ashcraft & Ridley, 2005).”
Cognitive and Emotional Math Problems Largely Dissociate: Prevalence of Developmental Dyscalculia and Mathematics Anxiety (2017, background): “MA can be manifested in many different ways, for example as feelings of apprehension, dislike, tension, worry, frustration, and fear (Ashcraft & Ridley, 2005; Ma & Xu, 2004, 2004b; Wigfield & Meece, 1988).”
Math Anxiety in Students With and Without Math Learning Difficulties (2019, background): “…in mathemat- ics, type of personality, negative approach on mathematics, lack of confidence, the approaches, feelings, and thoughts of teachers and parents on mathematics (Ashcraft & Ridley, 2005; Finlayson, 2014; Hoffman, 2010; Maloney, Ansari & Fugelsang, 2011; Rubinsten & Tannock, 2010).”
The Math Anxiety-Performance Link (2017, background): “Math-anxious adults tend to have negative attitudes about math (Hembree, 1990) and experience math anxiety in circumstances as basic as reading simple math problems aloud (Ashcraft & Ridley, 2005).”
Psychometric properties of the Abbreviated Math Anxiety Scale (AMAS) in Italian primary school children (2017, background): “…at school), but also in the long term, in Education, Department of bridge CB2 3EB, UK. adversely influencing an individual's choice of career, type of occupation, and professional growth in adulthood (Ashcraft & Ridley, 2005; Beasley, Long, & Natali, 2001; Hembree, 1990; Ho et al., 2000).”
Are there gender differences in cognitive reflection? Invariance and differences related to mathematics (2018, background): “…term (on math performance at school), but also in the long term, adversely influencing an individual’s choice of career, type of occupation and professional growth in adulthood (Ashcraft & Ridley, 2005; Beasley, Long, & Natali, 2001; Chipman, Krantz, & Silver, 1992; Hembree, 1990; Ho et al., 2000).”
Contextual Factors Related to Math Anxiety in Second-Grade Children (2014, background): “…of correlates of math anxiety in adolescents and adults, there is little evidence in the literature explaining what contextual factors might contribute to math anxiety, and it has been asserted that this is the least well-explained area in the domain of math anxiety (Ashcraft & Ridley, 2005).”
A Spanish version of the short Mathematics Anxiety Rating Scale (sMARS) (2013, background): “Given that being able to manage numbers is essential in a modern society which demands a workforce well trained in technologies, mathematics anxiety has become a subject of increasing interest (Ashcraft, Krause & Hopko, 2007; Ashcraft & Ridley, 2005).”
Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience (2016, background): “For some researchers, MA is similar to a trait or an attitude (Frary & Ling, 1983; Leder & Forgasz, 2002; McLeod, 1994), whereas others regard anxiety as something that is elicited by mathematics tasks and which can influence subsequent performance (Ashcraft & Ridley, 2005; DeBellis & Goldin, 2006).”
Mathematics Anxiety: What Have We Learned in 60 Years? (2016, background): “Different measures of mathematics anxiety correlate more highly with one another (0.5–0.8) than with test anxiety or general anxiety (Dew et al., 1983; Hembree, 1990; review by Ashcraft and Ridley, 2005).”