Mathematics Anxiety and the Affective Drop in Performance

By M. Ashcraft, A. Moore. 2009

641 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/a2c60e7b26943fdcf09085b79699ee713ae5c208

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Citations in the corpus

Anxiety profiles and protective factors: A latent profile analysis in children (2018, result): “However, given that previous studies shown that TA and MA peak around grades 9 to 10, and do not change thereafter (Ashcraft & Moore, 2009; Hembree, 1990), we did not expect strong age-differences in our sample.”
From Parental Involvement to Children's Mathematical Performance: The Role of Mathematics Anxiety (2013, background): “A secondary purpose of the larger study was to identify ecological factors that influence mathematical development, such as parental involvement.”
Contributions of longitudinal studies to evolving definitions and knowledge of developmental dyscalculia (2013, background): “Similarly, math anxiety causes an “affective drop”, a decline in mathematical performance on tasks with high working memory loads [2], linked to physiological reactions in anticipation of mathematical activities being similar to physical pain [53].”
Mathematics Anxiety and Its Development in the Course of Formal Schooling—A Review (2013, background): “Due to its high re-test reliability (.85; Tryon, 1980) and its availability, the MARS became the test of choice for researchers examining mathematics anxiety in college students, regardless of its rather laborious administration (Ashcraft & Moore, 2009).”
Beyond Math Anxiety: Positive Emotions Predict Mathematics Achievement, Self-Regulation, and Self-Efficacy (2016, background): “2015), on motivational (Ashcraft and Moore 2009; Luo et al. 2014) and cognitive (Ganley and Vasilyeva 2014) processes involved in mathematical tasks.”
The Development and Validation of the Children’s Anxiety in Math Scale (2013, background): “As Ashcraft and Moore (2009) also point out, these measures are all quite dated.”
The Single-Item Math Anxiety Scale (2014, result): “A correlation of .77 was found between the scores of these two scales, a result that closely matches those obtained in previous studies (Ashcraft, 2002; Ashcraft & Moore, 2009).”
Math anxiety, intelligence, and performance in mathematics: Insights from the German adaptation of the Abbreviated Math Anxiety Scale (AMAS-G) (2018, background): “Consequently, the relationship between overall intelligence and MA has been assumed to be based on performance differences in the numerical or quantitative items of intelligence tests, and that MA is specifically related to lower numerical intelligence (Ashcraft, 2002; Ashcraft & Moore, 2009).”
Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants (2021, background): “…high levels of MA can be characterized as an avoidance reaction: individuals with high MA are fearful when performing math tasks and, consequently, they often avoid mathematically oriented university majors and career paths (Ashcraft & Krause, 2007; Ashcraft & Moore, 2009; Ashcraft & Rudig, 2012).”
Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance (2013, background): “…consequences: compared to their less anxious peers, mathematically anxious students enjoy mathematics less, have lower perceptions of their mathematical abilities, and do not see the value of mathematics in everyday life (Ashcraft, Krause, & Hopko, 2007; Ashcraft & Moore, 2009; Hembree, 1990).”
Constructing and resisting disability in mathematics classrooms: a case study exploring the impact of different pedagogies (2015, background): “Ana’s narration is similar to psychological perspectives on mathematics anxiety, in which feelings of anxiety interfere with the working memory necessary to solve mathematics problems (Ashcraft & Moore, 2009).”
Prior mathematics achievement, cognitive appraisals and anxiety as predictors of Finnish students’ later mathematics performance and career orientation (2010, background): “Thus, it is restricted to mathematics, not to achievement in general (Ashcraft & Moore, 2009 ; Sepie & Keeling, 1978 ).”
Relationships of mathematics performance, control and value beliefs with cognitive and affective math anxiety (2017, neutral): “05; cf. Hembree, 1990; Ma, 1999) across different age groups (Ashcraft, 2002; Ashcraft & Moore, 2009; Hembree, 1990; Ma, 1999; Ma & Xu, 2004; Vukovic et al., 2013).”
Relationships between 9-Year-Olds' Math and Literacy Worries and Academic Abilities (2012, methodology): “This finding is consistent with previous research with adolescent and adult samples [4, 5, 11].”
The Development and Part Validation of a U.K. Scale for Mathematics Anxiety (2011, background): “A number of lines of evidence provide support for the utility of this construct (Ashcraft & Moore, 2009), and there are several instruments available to measure it.”