Reset
Showing 20 of 66 academic articles

Early math interest and the development of math skills.

Paige H. Fisher, Jennifer Dobbs‐Oates, Greta L. Doctoroff, David Harvey Arnold • Journal of Educational Psychology (2012)

Prior models suggest that math attitudes and ability might strengthen each other over time in a reciprocal fashion (Ma, 1997). The current study investigated the relationship between math interest and skill both concurrently and over time i...

OPENALEX DOI: https://doi.org/10.1037/a0027756

Math Anxiety

Sian Leah Beilock, Erin A. Maloney • Policy Insights from the Behavioral and Brain Sciences (2015)

The United States is currently not producing enough graduates in science, technology, engineering, and math (STEM) fields to meet the demands of a technology-dependent society. Although there are many efforts in place to improve STEM educat...

OPENALEX DOI: https://doi.org/10.1177/2372732215601438

Math Anxiety, Working Memory, and Math Achievement in Early Elementary School

Gerardo Ramirez, Elizabeth A. Gunderson, Susan Cohen Levine, Sian Leah Beilock • Journal of Cognition and Development (2013)

Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, Citation2007), research establishing a connection between math anxiety and math achievement has generally been conducted with you...

OPENALEX DOI: https://doi.org/10.1080/15248372.2012.664593

Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety

Erin A. Maloney, Gerardo Ramirez, Elizabeth A. Gunderson, Susan Cohen Levine et al. • Psychological Science (2015)

A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than oth...

OPENALEX DOI: https://doi.org/10.1177/0956797615592630

Culture, Gender, and Math

Luigi Guiso, Ferdinando Monte, Paola Sapienza, Luigi Zingales • Science (2008)

3,6293MetricsTotal Downloads3,629Last 6 Months491Last 12 Months1,041Total Citations3Last 6 Months0Last 12 Months0View all metrics...

OPENALEX DOI: https://doi.org/10.1126/science.1154094

When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math

Ian M. Lyons, Sian Leah Beilock • PLoS ONE (2012)

Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math m...

OPENALEX cc-by DOI: https://doi.org/10.1371/journal.pone.0048076 PMC: 3485285

A meta-analysis of the relation between math anxiety and math achievement.

Connie Barroso, Colleen M. Ganley, Amanda L. McGraw, Elyssa A. Geer et al. • Psychological Bulletin (2020)

Meta-analyses from the 1990s have previously established a significant, small-to-moderate, and negative correlation between math achievement and math anxiety. Since these publications, research has continued to investigate this relation wit...

OPENALEX other-oa DOI: https://doi.org/10.1037/bul0000307 PMC: 8300863

Female teachers’ math anxiety affects girls’ math achievement

Sian Leah Beilock, Elizabeth A. Gunderson, Gerardo Ramirez, Susan Cohen Levine • Proceedings of the National Academy of Sciences (2010)

People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries...

OPENALEX Open Access DOI: https://doi.org/10.1073/pnas.0910967107 PMC: 2836676

Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation

Zhe Wang, Sarah L. Lukowski, Sara Ann Hart, Ian M. Lyons et al. • Psychological Science (2015)

The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. ...

OPENALEX Open Access DOI: https://doi.org/10.1177/0956797615602471 PMC: 4679544

Math = male, me = female, therefore math ≠ me.

Brian A. Nosek, Mahzarin R. Banaji, Anthony G. Greenwald • Journal of Personality and Social Psychology (2002)

College students, especially women, demonstrated negativity toward math and science relative to arts and language on implicit measures. Group membership (being female), group identity (self = female), and gender stereotypes (math = male) we...

OPENALEX Open Access DOI: https://doi.org/10.1037//0022-3514.83.1.44