Math anxiety affects females’ vocational interests

Levy, Hili Eidlin; Fares, Laurain; Rubinsten, Orly

doi:10.1016/j.jecp.2021.105214

Cited by 27 publications

(22 citation statements)

References 103 publications

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“…The difficulty understanding the math and science material caused the students not only to be less interested in participating in the online learning process but also, they tended to have less focus. The results of these initial observations were in line with research published by experts who reported that students tended to be less interested in math and science material (Fong et al, 2021;Levy et al, 2021;Starr & Simpkins, 2021;Thompson, 2021). Moreover, if learning mathematics and science are done with an online system, then it will have more challenges.…”

Section: Introductionsupporting

confidence: 85%

Academic Resilience and Science Academic Emotion in Numeration under Online Learning: Predictive Capacity of an Artificial Neural Network

Mahmudah

Lola

Fatimah

et al. 2022

JPII

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The main objective of this study is to predict student academic resilience based on academic emotions in studying numeration and science under online learning. Many researchers have analyzed student academic resilience and online learning. Unfortunately, only a few similar research topics focus on numeration and science. 191 students at a university in Central Java Province have been randomly selected as research samples. Academic resilience is classified into three groups: low, medium, and high. The academic emotions were measured using three indicators: class-related emotions, learning-related emotions, and test emotions. This study uses an artificial neural network (ANN) to obtain predictive values. The results indicate that the level of academic resilience and academic emotion in numeration and science under online learning is in the medium category. The results also show that the relative error provides a fairly small percentage, namely 19.7% at the training stage and 25% at the testing stage. This refers to the prediction results having a good level of accuracy. Predictive estimation results also indicate that class-related emotions are predicted to be the aspect that has the most crucial impact on students’ academic resilience, in which the normalized importance value is 100.0%. It is followed by the aspect of learning-related emotions (65.0%) and test emotions (24.3%). The implication is that the aspect of class-related emotions should get better attention from lecturers and students so that students can increase their chances of getting a good level of academic resilience in numeration and science.

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Section: Introductionsupporting

confidence: 85%

Academic Resilience and Science Academic Emotion in Numeration under Online Learning: Predictive Capacity of an Artificial Neural Network

Mahmudah

Lola

Fatimah

et al. 2022

JPII

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“…MA can be already identified in primary school children (Ramirez, Gunderson, Levine and Beilock (2013)), potentially hindering their future professional performance and career choices (McMullan, Jones and Lea (2012)). A recent study on MA and female students' vocational interests suggests that girls with high levels of MA are less interested in careers with high math proficiency, regardless of their numerical performance (Levy, Fares and Rubinsten (2021)). On the other hand, male students did not have their career choice affected by MA levels.…”

Section: Introductionmentioning

confidence: 99%

Do Games Reduce Math Anxiety? A meta-analysis.

Dondio¹,

Gusev²,

Rocha³

2022

Preprint

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In this paper, we meta-analyse the empirical evidence about the effectiveness of game-based interventions to reduce students' level of math anxiety. After performing a search for randomised controlled studies relevant to game-based intervention for math anxiety, 16 experimental studies with a total of 686 participants described in 11 peer-review articles met the selection criteria.A random-effects meta-analysis indicated a small and non-significant reduction of math anxiety (mean effect size ES=-0.32, CI=[-0.64,0.01]). The results were moderated by several factors: non-digital games were more effective, while digital games had a negligible mean effect size of $ES=-0.13$, $CI=[-0.33,0.08]$. The effect size was moderated also by the total duration of the intervention, to the advantage of longer interventions, and by the type of gameplay: games had a greater effect on math anxiety reduction when they promoted collaborative and social interactions. Such features were only present in non-digital games, while all the digital games analysed were single-player. In the final section of the paper, we discuss future possible research directions. The weak results obtained indicated the need to develop and test games explicitly designed for math anxious students. This will require the investigation of the relationship between game features and math anxiety through the analysis of the behaviour of anxious and non-anxious students at play. Among the features that an anxiety-aware game could employ, we suggest collaborative gameplay, social interactions, adaptability, features promoting intrinsic motivation and real-time measurements of math anxiety.

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“…Although related to other anxiety subtypes, including general [ 19 , 20 ] and test anxiety [ 21 , 22 ], math anxiety is a unique anxiety disorder with a specific profile [ 21 , 23 , 24 ] and a distinct pattern of neural activity, e.g., [ 25 ]. Math anxiety was found to be linked to avoidance of math-related careers [ 3 , 26 , 27 , 28 ], increased health costs [ 29 ], reduced financial literacy [ 30 ], and low socioeconomic status [ 31 ]. The causes of math anxiety may be both intrinsic and environmental [ 32 ].…”

Section: Introductionmentioning

confidence: 99%

“…The construct of math anxiety has received increasing attention in recent years [ 23 ] because of its close relations with math performance [ 3 , 57 ] and its far-reaching consequences, e.g., [ 3 , 27 , 30 ]. Emotion regulation, particularly reappraisal, has been shown to be effective in reducing math-anxiety reactions [ 8 , 91 , 92 ] and in improving math performance [ 8 , 9 , 10 , 11 , 91 , 93 ]; however, see [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

Math Anxiety Is Related to Math Difficulties and Composed of Emotion Regulation and Anxiety Predisposition: A Network Analysis Study

2021

Self Cite

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Current evidence suggests emotion regulation is an important factor in both math anxiety and math performance, but the interplay between these constructs is unexamined. Given the multicomponent structure of math anxiety, emotion regulation, and math performance, here, we aimed to provide a comprehensive model of the underlying nature of the links between these latent variables. Using the innovative network analysis approach, the study visualized the underlying links between directly observable and measurable variables that might be masked by traditional statistical approaches. One hundred and seventeen adults completed a battery of tests and questionnaires on math anxiety, emotion regulation, and math performance. The results revealed: (1) state math anxiety (the emotional experience in math-related situations), rather than trait math anxiety, was linked to anxiety predisposition, subjective valence of math information, and difficulties in emotion regulation; (2) the link between state math anxiety and math performance partialed out the link between trait math anxiety and performance. The study innovatively demonstrates the need to differentiate between traits and tendencies to the actual emotional experience and emotion regulation used in math anxiety. The results have important implications for the theoretical understanding of math anxiety and future discussions and work in the field.

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Math anxiety affects females’ vocational interests

Cited by 27 publications

References 103 publications

Academic Resilience and Science Academic Emotion in Numeration under Online Learning: Predictive Capacity of an Artificial Neural Network

Academic Resilience and Science Academic Emotion in Numeration under Online Learning: Predictive Capacity of an Artificial Neural Network

Do Games Reduce Math Anxiety? A meta-analysis.

Math Anxiety Is Related to Math Difficulties and Composed of Emotion Regulation and Anxiety Predisposition: A Network Analysis Study

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