2020
DOI: 10.1111/bjep.12364
|View full text |Cite
|
Sign up to set email alerts
|

How mathematics anxiety affects students' inflexible perseverance in mathematics problem‐solving: Examining the mediating role of cognitive reflection

Abstract: BackgroundToo many students persevere in relying upon one (sometimes suboptimal) strategy for solving a wide range of problems, even when they know more efficient strategies. Although many studies have mentioned such phenomena, few studies have examined how emotional factors could affect this type of inflexible perseverance in strategy use.AimsTo examine whether mathematics anxiety could affect students' inflexible perseverance in strategy use and whether this effect could be mediated by cognitive reflection, … Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
3
1

Citation Types

2
13
0
1

Year Published

2021
2021
2024
2024

Publication Types

Select...
8
1

Relationship

1
8

Authors

Journals

citations
Cited by 31 publications
(16 citation statements)
references
References 97 publications
2
13
0
1
Order By: Relevance
“…It is closely related to the process of thinking (Flavell, 1979;Savic, 2016). It means that to solve an individual problem needs a series of processes such as thinking strategy in solving the problem and do control in every action so that the right problem solving is acquired (Jiang et al, 2020).…”
Section: Introductionmentioning
confidence: 99%
“…It is closely related to the process of thinking (Flavell, 1979;Savic, 2016). It means that to solve an individual problem needs a series of processes such as thinking strategy in solving the problem and do control in every action so that the right problem solving is acquired (Jiang et al, 2020).…”
Section: Introductionmentioning
confidence: 99%
“…Morsanyi and colleagues [84] consider metacognition in the context of MA, whereby MA inhibits the efficiency of monitoring and control. Specifically, high maths anxious students may be less flexible in applying alternative strategies; they may set lower attainment goals, have lower confidence throughout the problem-solving process, and may discontinue the task [85]. However, Morsanyi and colleagues [84] consider that high MA may increase cognitive effort to mitigate the adverse impact of anxiety and may therefore result in greater monitoring and control process e.g., more time devoted to a task and double-checking responses.…”
Section: Future Directionsmentioning
confidence: 99%
“…As such, it has been emphasized in many policy documents across the world (Australian Education Ministers, 2006;National Mathematics Advisory Panel, 2008;Singapore Ministry of Education, 2006;Woodward et al, 2012). Perhaps as a result, in the domain of algebraic problem-solving, studies have focused on measuring strategy flexibility (Newton et al, 2019;Star & Seifert, 2006;Xu et al, 2017), understanding important factors that could affect strategy flexibility (DeCaro, 2016;Jiang et al, 2021;Keleş & Yazgan, 2021;Ramirez et al, 2016;Shaw et al, 2020;Threlfall, 2009;Wang et al, 2019), and how instructional interventions could facilitate strategy flexibility (De Smedt et al, 2010;Nistal et al, 2014;Star & Rittle-Johnson, 2008;Star et al, 2015a, b).…”
Section: Introductionmentioning
confidence: 99%