Choke or thrive? The relation between salivary cortisol and math performance depends on individual differences in working memory and math-anxiety.

Mattarella-Micke, Andrew; Mateo, Jill M.; Kozak, Megan; Foster, Katie; Beilock, Sian L.

doi:10.1037/a0023224

Cited by 118 publications

(97 citation statements)

References 33 publications

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“…All participants completed the same eight modular arithmetic problems under time pressure as in the pilot study (Beilock et al, 2004;Mattarella-Micke et al, 2011).…”

Section: Methodsmentioning

confidence: 99%

“…Time pressure, loss framing, social evaluation, and the phrase ''IQ test" have been shown to make people anxious (Beilock, 2008;Beilock & Carr, 2005;Beilock et al, 2004;Brooks, 2014;Ramirez & Beilock, 2011). After reading the task description (Low Anxiety or High Anxiety), participants completed the math task, a series of eight modular arithmetic math problems adapted from Mattarella-Micke, Mateo, Kozak, Foster, and Beilock (2011). Each question followed the same format using invented symbols.…”

Section: Math Task Pilot Studymentioning

confidence: 99%

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RETRACTED: Don’t stop believing: Rituals improve performance by decreasing anxiety

Brooks

Schroeder

Risen

et al. 2016

Organizational Behavior and Human Decision Processes

121

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a b s t r a c tFrom public speaking to first dates, people frequently experience performance anxiety. And when experienced immediately before or during performance, anxiety harms performance. Across a series of experiments, we explore the efficacy of a common strategy that people employ to cope with performance-induced anxiety: rituals. We define a ritual as a predefined sequence of symbolic actions often characterized by formality and repetition that lacks direct instrumental purpose. Using different instantiations of rituals and measures of anxiety (both physiological and self-report), we find that enacting rituals improves performance in public and private performance domains by decreasing anxiety. Belief that a specific series of behaviors constitute a ritual is a critical ingredient to reduce anxiety and improve performance: engaging in behaviors described as a ''ritual" improved performance more than engaging in the same behaviors described as ''random behaviors."

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“…All participants completed the same eight modular arithmetic problems under time pressure as in the pilot study (Beilock et al, 2004;Mattarella-Micke et al, 2011).…”

Section: Methodsmentioning

confidence: 99%

Section: Math Task Pilot Studymentioning

confidence: 99%

RETRACTED: Don’t stop believing: Rituals improve performance by decreasing anxiety

Brooks

Schroeder

Risen

et al. 2016

Organizational Behavior and Human Decision Processes

121

View full text Add to dashboard Cite

show abstract

“…Some studies have shown increased cortisol responses, related to stress, during performance on math tasks (Mattarella-Micke, Mateo, Kozak, Foster, & Beilock, 2011). Lyons and Beilock (2010) found that even thoughts of doing math elicited a negative emotional response from math anxious students.…”

Section: Interactivity Defuses the Impact Of Math Anxiety In Primary mentioning

confidence: 99%

Interactivity Defuses the Impact of Mathematics Anxiety in Primary School Children

Allen

Vallée-Tourangeau

2015

Int J of Sci and Math Educ

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Math anxiety impedes performance in simple arithmetic tasks. Anxiety constrains working memory capacity and particularly the attentional functions of the central executive. The experiment reported here explored how interactivity mitigated the impact of math anxiety on the performance of elementary school students with simple additions. It manipulated two independent variables. The first was the length of the additions-involving either 7 or 11 number tokens (the value of the tokens ranged from 1 to 20). The other was the level of interactivity: in the low interactivity condition participants could not touch or point to the number tokens that configured the sums, and in a high interactivity condition participants could manipulate the tokens as they saw fit in deriving their answer. The length of the addition had an impact on accuracy, with longer sums leading to poorer performance. However, overall, performance in the high interactivity condition was superior, in terms of accuracy, absolute calculation error and efficiency, than performance in the low interactivity condition. Mathematics anxiety significantly predicted performance in the low interactivity condition, but not in the high interactivity condition. These results suggest that working memory resources are augmented through interactivity with the physical problem presentation, defusing the impact of anxiety on performance. MATH ANXIETY AND INTERACTIVITY

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“…The "IQ test" was actually a series of eight modular arithmetic math problems adapted from Mattarella-Micke, Mateo, Kozak, Foster, and Beilock (2011). Each question followed the same format using invented symbols.…”

Section: Methodsmentioning

confidence: 99%

Get Excited: Reappraising Pre-performance Anxiety as Excitement

Brooks

2013

AMPROC

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Individuals often feel anxious in anticipation of tasks such as speaking in public or meeting with a boss. I find that an overwhelming majority of people believe trying to calm down is the best way to cope with pre-performance anxiety. However, across several studies involving karaoke singing, public speaking, and math performance, I investigate an alternative strategy: reappraising anxiety as excitement. Compared with those who attempt to calm down, individuals who reappraise their anxious arousal as excitement feel more excited and perform better. Individuals can reappraise anxiety as excitement using minimal strategies such as self-talk (e.g., saying "I am excited" out loud) or simple messages (e.g., "get excited"), which lead them to feel more excited, adopt an opportunity mind-set (as opposed to a threat mind-set), and improve their subsequent performance. These findings suggest the importance of arousal congruency during the emotional reappraisal process.

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Choke or thrive? The relation between salivary cortisol and math performance depends on individual differences in working memory and math-anxiety.

Cited by 118 publications

References 33 publications

RETRACTED: Don’t stop believing: Rituals improve performance by decreasing anxiety

RETRACTED: Don’t stop believing: Rituals improve performance by decreasing anxiety

Interactivity Defuses the Impact of Mathematics Anxiety in Primary School Children

Get Excited: Reappraising Pre-performance Anxiety as Excitement

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