Anxiety, working memory, gender, and math performance

By H. Miller, Jacqueline Bichsel. 2004

263 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d5fe55a4257d8235eff217010bedd985226ca72d

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants (2021, methodology): “Some studies found that high-MA students with low working memory capacity are more predisposed to poor math performance (Ashcraft & Kirk, 2001; Miller & Bichsel, 2004), while others suggest instead that high-MA students with high working memory capacity are more inclined to fail math tasks (Beilock…”
Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience (2016, background): “In contrast, Miller and Bichsel (2004) found that adults with high MA and higher working memory capacity performed better than those with lower capacity. mathematics development.”
Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender (2015, unknown): “In turn, a number of studies examining gender differences in the relationship between mathematics anxiety and performance also show mixed results (Betz, 1978; Birgin, Balo glu, Çatlıo glu, & Gürbüz, 2010; Miller & Bichsel, 2004).”
Math and Science Attitudes and Achievement at the Intersection of Gender and Ethnicity (2013, unknown): “…math, lower internal and external motivation in math, and poorer math self-concept (e.g., Else-Quest et al., 2010; Fredricks & Eccles, 2002; Ganley & Vasilyeva, 2011; Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002; McGraw et al., 2006; Miller & Bichsel, 2004; Pomerantz, Altermatt, & Saxon, 2002).”
Personality predictors of intelligence: Differences between young and cognitively healthy older adults (2006, background): “…to note, however, that the BFI-44 measure of Neuroticism does not contain subscales for the measure of anxiety, irresponsibility, or impulsivity, and these aspects of Neuroticism have been found to relate to cognition in previous research (e.g., Furnham et al., 1998; Miller & Bichsel, 2004).”
The Anti-Anxiety Curriculum: Combating Math Anxiety in the Classroom (2010, background): “While research supports that girls have the similar aptitude for mathematics, they are more susceptible to math anxiety due to their aversion to high stakes testing and social comparison (Haynes, Mullins, & Stein, 2004; Miller & Bichsel, 2004; Miller & Mitchell, 1994).”
Social and Dimensional Comparisons in Math and Verbal Test Anxiety: Within- and Cross-domain Relations with Achievement and the Mediating Role of Academic Self-concept☆ (2017, result): “…interventions given their higher mean levels as documented in other previous studies (Cassadey & Johnson, 2002; Chapell et al., 2005; Else-Quest et al., GI/E MODEL FOR TEST ANXIETY 30 2010; Frenzel et al., 2007a; Hembree, 1990; Hong & Karstensson, 2002; Martin, 2007; Miller & Bichsel, 2004).”
Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance (2013, background): “…anxiety detrimentally impacts mathematical performance by disrupting working memory resources otherwise devoted to skill execution (Ashcraft & Kirk, 2001; Beilock & Carr, 2005; Eysenck & Calvo, 1992; Miller & Bichsel, 2004; National Mathematics Advisory Panel [NMAP], 2008; Young et al., 2012).”
Mother and Child Emotions during Mathematics Homework (2008, methodology): “We also investigated the potentially moderating effects of gender on these links based on previous findings in mathematics anxiety research (Hembree, 1990; Miller & Bichsel, 2004).”
Psychometric properties of the Abbreviated Math Anxiety Scale (AMAS) in Italian primary school children (2017, background): “Studies on adult populations have consistently found that women have higher levels of MA than men (Ferguson, Maloney, Fugelsang, & Risko, 2015; Miller & Bichsel, 2004), but less is known about the development of gender-related differences in the levels of MA experienced in childhood and adolescence…”
The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data (2017, background): “It is unlike any other types of anxiety as it appears to affect visual rather than verbal working memory (Marsh, Hau, Artelt, Baumert, & Peschar, 2006; Miller & Bichsel, 2004; Stankov, Lee, Luo, & Hogan, 2012; Stankov, Morony, & Lee, 2014).”
Mathematics anxiety in preservice teachers: Its relationship to their conceptual and procedural knowledge of fractions (2009, background): “This finding contradicts the processing efficiency theory, which posits that high anxiety individuals require more time to complete the task because they have fewer working memory resources available to them ( Miller & Bichsel, 2004 ).”