Math Performance in Stressful Situations

By Sian L. Beilock. 2008

281 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8f4f54d6b7c7f3aff6fd86fab7fddf5fcc66fa0b

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In Experimental and Cognitive Psychology

Citations in the corpus

Does Mind Wandering Reflect Executive Function or Executive Failure? Comment on and (2010, background): “MCVAY AND KANE mance (see Beilock, 2008; Sarason, Pierce, & Sarason, 1996).”
Prior mathematics achievement, cognitive appraisals and anxiety as predictors of Finnish students’ later mathematics performance and career orientation (2010, background): “There is a large body of research suggesting that mathematics anxiety (see, e.g., Ashcraft, 2002; Beilock, 2008; Hembree, 1990) may have an effect on mathematics performance.”
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 Anti-Anxiety Curriculum: Combating Math Anxiety in the Classroom (2010, background): “Evidence also shows that times testing and other high stakes assessment effects girls attitude toward mathematics more than boys, leading to higher levels of mathematics anxiety in females (Beilock, 2008).”
The development and testing of a new version of the cognitive reflection test applying item response theory (irt). (2016, background): “Although the mathematical computations required to solve the CRT problems are simple, women might experience higher levels of anxiety, and might be less confident in their ability to solve these problems (e.g., Beilock, 2008).”
Female teachers’ math anxiety affects girls’ math achievement (2010, background): “When worries and selfdoubt occur, thinking and reasoning can be compromised (6).”
The Role of Stereotype Threats in Undermining Girls’ and Women’s Performance and Interest in STEM Fields (2012, unknown): “…one’s performance or actions can be seen through the lens of a negative stereotype (e.g., Shapiro and Neuberg 2007; Steele et al. 2002)—a concern that disrupts and undermines performance in negatively stereotyped domains (Beilock 2008; Beilock et al. 2007; for a review see Schmader et al. 2008).”
Collaborative Testing: Evidence of Learning in a Controlled In-Class Study of Undergraduate Students (2013, background): “Collaborative testing can also reduce the anxiety (Lusk & Conklin, 2003; Zimbardo, Butler, & Wolfe, 2003) commonly associated with taking a test (Beilock, 2008; Hembree, 1988), increase positive relationships between students (Sandahl, 2010), improve student perception of the course (Shindler, 2004;”
Don’t stop believing: Rituals improve performance by decreasing anxiety (2016, background): “Time pressure, loss framing, social evaluation, and the phrase ‘‘IQ test” have been shown to make people anxious (Beilock, 2008; Beilock & Carr, 2005; Beilock et al., 2004; Brooks, 2014; Ramirez & Beilock, 2011).”
The Construct Validation of the Math Anxiety Scale for Teachers (2019, background): “Researchers consistently conclude that high anxiety negatively relates to performance, including that in mathematics (e.g., Ashcraft & Kirk, 2001; Ashcraft & Krause, 2007; Beilock, 2008; Cassady & Johnson, 2002; Eysenck, Derakshan, Santos, & Calvo, 2007).”
Math Anxiety, Working Memory, and Math Achievement in Early Elementary School (2013, methodology): “Paralleling work with adults (Beilock, 2008), we found a negative relation between math anxiety and math achievement for children who were higher but not lower in WM. High-WM individuals tend to rely on WM-intensive solution strategies, and these strategies are likely disrupted when WM capacity is…”