Exploring the Relationship Between Mathematics Anxiety and Performance: An Eye‐Tracking Approach

Abstract

Summary: The mechanisms underpinning the relationship between math anxiety and arithmetic performance are not fully understood. This study used an eye-tracking approach to measure a range of eye movements of 78 undergraduate students in response to performance on an arithmetic verification task. Results demonstrated a significant positive relationship between\ud self-reported math anxiety and response time, indicating reduced processing efficiency. Analysis of eye-movement data reinforced the utility of an eye-tracking approach in studying arithmetic performance; specific digit fixations, dwell time,\ud saccades, and regressions all significantly predicted response time. Furthermore, findings highlighted significant positive correlations between math anxiety and fixations, dwell time, and saccades. Despite there being little evidence that eye movements mediate the math anxiety-to-performance relationship, relationships observed between math anxiety and eye movements\ud provide a useful starting point for research using an eye-tracking methodology in studying math anxiety and performance; the present findings suggest future work should focus on calculation strategy

Endogenous and exogenous time pressure: Interactions with mathematics anxiety in explaining arithmetic performance

“…As indicated by a Kolmogorov-Smirnov test (p = .09) and visual inspection of a histogram, the overall distribution of math anxiety scores was normal, which is consistent with previous studies (Hunt et al, 2014). With the exception of a small degree of positive skew in the notime pressure/presence of a clock condition (p = .04), math anxiety scores were normally distributed in all other experimental conditions (p > .05).…”

“…However, recent work has demonstrated that, even under non-timed conditions, 49.2% of participants self-reported having thought about time pressure during an arithmetic test situation. Moreover, self-reported math anxiety was significantly higher among those who had experienced thoughts about time pressure (Hunt, Clark-Carter & Sheffield, 2014). Furthermore, in their study, Kellogg et al allowed participants to utilise the blank space on the paper provided to write down their workings out.…”

Eye-tracking methodology in mathematics education research: A systematic literature review

“…Affective variables Affect reflects an important aspect of learning in general and of mathematics education in particular (e.g., Goldin et al, 2016). Two studies (1%) related eye movements to mathematics-specific affective variables, namely mathematical self-concept (Strohmaier et al, 2017) and mathematics anxiety (Hunt et al, 2015).…”

“…In general, if data types were analyzed in relation to each other, it was often the relation between eye movements and accuracy that was analyzed. Richer triangulations were done with gestures and communication (Hannula & Williams, 2016;Shvarts, 2018aShvarts, , 2018b, interviews and stimulated recall (Klein et al, 2018;; see also , think-aloud protocols and selfreports (Cimen & Campbell, 2012;Green et al, 2007;Ögren et al, 2017;, cognitive load (Lin & Lin, 2014b), affective variables (Hunt et al, 2015;Strohmaier et al, 2017), or skin conductance and EEG (Muldner & Burleson, 2015).…”

Influences of Femininity and Maternal Relationships on Anxiety and Adjustment in Emerging Adulthood

“…The many life changes that young adults face may lead to adjustment problems or anxiety due to the instability of emerging adulthood. The vulnerability theory suggests that genetics, psychological vulnerabilities, and early learning experiences all contribute to the development of anxiety (Barlow, 2008), which can contribute to a number of developmental risks including substance use disorders and academic difficulties (Dixon, Stevens, & Viana, 2014; Hunt, Clark-Carter, & Sheffield, 2015). Adjustment is another way of capturing variability in the mental health among nonclinical samples who may present with relatively lower levels of clinical markers of anxiety.…”