Math Anxiety: Personal, Educational, and Cognitive Consequences

By M. Ashcraft. 2002

1,519 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/9d622784f3599d34ed5ede0140272006df341ebb

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In Experimental and Cognitive Psychology

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Citations in the corpus

Math Performance in Stressful Situations (2008, background): “To explore this issue, Beilock and Carr (2005) asked individuals lower (Lows) and higher (Highs) inWM to performMA in a low-pressure and a high-pressure test (using the same pressure scenario as above).”
Exploring Mathematics Anxiety: Mathematics Students’ Experiences (2014, background): “A number of math anxiety researchers suggest that some instructional strategies for teaching mathematics and facilitators’ training, beliefs are some of the underlying causes of math anxiety (Ashcraft, 2002; and Hellum, 2010).”
Effects of Math Anxiety on Student Success in Higher Education. (2013, background): “…among some people when they are required to solve a mathematical problem (Richardson & Suinn, 1972; Tobias, 1978) — and of negative attitudes towards mathematics on the performance in tasks requiring the management of numbers has been widely studied (Ashcraft, 2002; Ashcraft, Kirk & Hopko, 2000).”
Test-taking skills of secondary students: the relationship with motivation, attitudes, anxiety and attitudes towards tests (2014, background): “Additionally, individuals with mathematics anxiety try to avoid careers and environments that require mathematical skills (Ashcraft, 2002).”
The effects of resilience in learning variables on mathematical literacy performance: a study of learning characteristics of the academic resilient and advantaged low achievers in Shanghai, Singapore, Hong Kong, Taiwan and Korea (2017, background): “The consequence of avoidance is that it results in lower competency, less exposure and fewer practices, leaving students even more anxious and unprepared to achieve successfully (Ashcraft, 2002).”
From Parental Involvement to Children's Mathematical Performance: The Role of Mathematics Anxiety (2013, background): “Whole number arithmetic problems are easier for both children and adults to solve and induce less anxiety in both children and adults (e.g., Ashcraft, 2002; Ashcraft et al., 2007; Harari, Vukovic, & Bailey, in press).”
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, eg, Ashcraft, 2002 ; Beilock, 2008 ; Hembree, 1990 ) may have an effect on mathematics performance.”
Stress, Cognition, and Human Performance: A Literature Review and Conceptual Framework (2013, methodology): “Ashcraft (2002) found results consistent with Eysenck and Calvo’s (1992) model that proposed that anxiety (Le., math anxiety) disrupts working memory as individuals devote attentional resources to their intrusive thoughts and worries rather than to the task at hand. With fewer resources devoted to e”
Exploring Mathematics Anxiety among Engineering students (2010, background): “Nevertheless, effective treatment for math anxiety has resulted in a sign improvement in students mathematic achievement scores (Ashcraft, 2002).”
State anxiety and working memory in children: A test of processing efficiency theory (2005, methodology): “Research has consistently found an association between childhood anxiety and educational achievement (Ashcraft, 2002; Crozier & Hostettler, 2003; Kessler et al., 1995; Woodward & Fergusson, 2001).”
Learning to relax: Evaluating four brief interventions for overcoming the negative emotions accompanying math anxiety (2013, background): “Together, this work predicts that high math-anxious students devote a considerable amount of cognitive and attentional resources towards intrusive thoughts and worries, rather than the processing demands of the arithmetic task, resulting in underperformance (Ashcraft, 2002; Beilock & Carr, 2005).”
Beyond Math Anxiety: Positive Emotions Predict Mathematics Achievement, Self-Regulation, and Self-Efficacy (2016, background): “(Ashcraft 2002; Tempel and Neumann 2014), more so than works on positive emotions in mathematics learning.”
The Construct Validation of the Math Anxiety Scale for Teachers (2019, background): “Research does show that math anxiety is correlated with math achievement and avoidance of math among children and adults (e.g., Ashcraft, 2002; Ashcraft & Kirk, 2001).”