Anxiety, working memory, gender, and math performance

Miller, Heather G.; Bichsel, Jacqueline

doi:10.1016/j.paid.2003.09.029

Cited by 191 publications

(212 citation statements)

References 23 publications

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“…Situated learning theory tends to exist in diverse forms such as cognitive apprenticeship, community of practice, or legitimate peripheral participation (Hendricks, 2001). In the present study, the intervention was premised on the situated learning model given by McLellan (1991McLellan ( , 1996. The key components of the situated learning model are stories, reflection, cognitive apprenticeship, collaboration, coaching, multiple practices, articulation of learning skills and technology.…”

Section: Methodsmentioning

confidence: 99%

“…The key components of the situated learning model are stories, reflection, cognitive apprenticeship, collaboration, coaching, multiple practices, articulation of learning skills and technology. These components are thoroughly discussed by the researchers in the past (Brown, Collins, & Duguid, 1989;McLellan, 1996;Lunce, 2006;Collins, 2006;and Herrington & Oliver, n.…”

Section: Methodsmentioning

confidence: 99%

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Alleviating Mathematics Anxiety of Elementary School Students: A Situated Perspective

Sharma¹

2016

IJRES

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The present study investigates the effects of the situated learning and effortful control on mathematics anxiety of school students. Participants were 99 seventh graders who studied in two schools. Students in one of these were given instruction through the situated learning model, and the students of other school were treated as a control group. Existing instruments, namely, Mathematics Anxiety Scale by Sharma and Sansanwal (2011) and Effortful Control Scale by Lonigan and Phillips (2001) were used to measure mathematics anxiety and effortful control. Data were analyzed by using 2 × 2 factorial design analysis of covariance. Results indicated that after the experiment students who were exposed to the situated learning model had significantly less mathematics anxiety than their counterparts who were in the control group with effect size .35. The implications of the study are discussed.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Alleviating Mathematics Anxiety of Elementary School Students: A Situated Perspective

Sharma¹

2016

IJRES

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“…Miller & Bichsel (2004) found that maths anxiety significantly predicted performance in both basic and applied maths tests. Literature reviews (e.g.…”

Section: Mathematics Anxietymentioning

confidence: 96%

“…Gender was chosen because of its perceived importance for influencing both affect and performance (e.g. Miller & Bichsel, 2004;Nosek, Banaji & Greenwald, 2002). Likewise, age was included because of the lack of consensus in previous literature as to whether or not it is a significant predictor of affect and performance (e.g.…”

Section: This Studymentioning

confidence: 99%

“…Bull, 1999) or regressions (e.g. Miller & Bichsel, 2004) the use of path analyses allows the drawing of theoretical models, so instead of simply saying that there is a significant relationship between, for example, maths anxiety and numeracy performance, the aim of this research is to say that high maths anxiety actually causes poorer numeracy performance. As far as this author is aware, only Pajares & Miller (1994) have attempted to use path analysis techniques with numeracy performance as an endogenous variable, and that study did not include the range of potential exogenous variables explored here.…”

Section: This Studymentioning

confidence: 99%

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Predictors of numeracy performance in undergraduate psychology, nursing and medical students

Thompson

Wylie

Mulhern

et al. 2015

Learning and Individual Differences

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Anxiety‐induced miscalculations, more than differential inhibition of intuition, explain the gender gap in cognitive reflection

Juanchich

Sirota

Bonnefon

2020

Behavioral Decision Making

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The Cognitive Reflection Test (CRT) is among the most common and well‐known instruments for measuring the propensity to engage reflective processing, in the context of the dual‐process theory of high‐level cognition. There is robust evidence that men perform better than women on this test—but we should be wary to conclude that men are more likely to engage in reflective processing than women. We consider several possible loci for the gender difference in CRT performance, and use mathematical modeling to show, across two studies, that the gender difference in CRT performance is more likely due to women making more mathematical mistakes (partially explained by their greater mathematics anxiety) than due to women being less likely to engage reflective processing. As a result, we argue that we need to use gender‐equivalent variants of the CRT, both to improve the quality of our instruments and to fulfill our social responsibility as scientists.

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Anxiety, working memory, gender, and math performance

Cited by 191 publications

References 23 publications

Alleviating Mathematics Anxiety of Elementary School Students: A Situated Perspective

Alleviating Mathematics Anxiety of Elementary School Students: A Situated Perspective

Predictors of numeracy performance in undergraduate psychology, nursing and medical students

Anxiety‐induced miscalculations, more than differential inhibition of intuition, explain the gender gap in cognitive reflection

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