Mathematics anxiety and stereotype threat: shared mechanisms, negative consequences and promising interventions

By Erin A. Maloney, M. W. Schaeffer, Sian L. Beilock. 2013

189 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a9f6da16652ee2cb9eba4ace767c021e3a203e10

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. E. G. Peterson
2. S. Buckley
3. J. Cohen
4. S. Thomson
5. M. Goos

In Social Psychology

1. E. G. Peterson
2. S. Buckley
3. J. Cohen
4. S. Thomson

In Sociology and Political Science

1. E. G. Peterson
2. J. Cohen

Citations in the corpus

• A Case for Domain-Specific Curiosity in Mathematics (2019, methodology): “There are models of self-regulation of motivation that can be used as starting points, such as Sansone’s work on the regulation of interest (Sansone and Thoman 2006; Sansone et al. 1992) and cognitive reappraisal interventions for mathematics anxiety (Lyons and Beilock 2011; Maloney et al. 2013).”
• Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience (2016, background): “…emotion regulation strategies to individuals with MA to enable them to reappraise their anxiety (Maloney & Beilock, 2012; Maloney, Sattizahn, & Beilock, 2014; Maloney et al., 2013). or on-task effect on performance, with research identifying the mechanisms that allow MA to have this impact.”