How mathematics anxiety affects students' inflexible perseverance in mathematics problem-solving: Examining the mediating role of cognitive reflection
01 Mar 2021-British Journal of Educational Psychology (John Wiley & Sons, Ltd)-Vol. 91, Iss: 1, pp 237-260
TL;DR: Mathematics anxiety was showed to impair students' ability to engage in deliberate reasoning and was associated with inflexible use of strategies.
Abstract: Background Too 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 Aims To examine whether mathematics anxiety could affect students' inflexible perseverance in strategy use and whether this effect could be mediated by cognitive reflection, which is the ability to engage in deliberate reasoning Sample and method In Study 1, 164 undergraduate students' (18-22 years) mathematics anxiety, cognitive reflection, and performance in overcoming inflexible perseverance were measured by a questionnaire battery Structural equation models were used to examine the correlations between these variables In Study 2, 98 undergraduate freshmen (17-18 years) were assigned to two groups, where one group's mathematics anxiety was temporarily induced by task instructions, while the other group served as a control group Cognitive reflection and inflexible perseverance of the two groups were compared Results Study 1 showed that mathematics anxiety was negatively correlated with students' performance on overcoming inflexible perseverance, while cognitive reflection mediated such an effect Study 2 showed that compared to the control group, the experimental group showed lower cognitive reflection, which led to lower performance in overcoming inflexible perseverance Conclusions Mathematics anxiety was showed to impair students' ability to engage in deliberate reasoning and was associated with inflexible use of strategies Alleviating students' mathematics anxiety should be considered when promoting students' strategic flexibility
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01 Jan 2004
Abstract: Abstract Although research has established that stigmatized individuals suffer impaired performance under stereotype threat conditions, the anxiety presumed to mediate this effect has proven difficult to establish. In the current investigation, we explored whether non-verbal measures would fare better than self-reports in capturing stereotype threat anxiety. Gay and heterosexual men interacted with preschool children under stereotype threat or control conditions. As predicted, stereotype-threatened gay men demonstrated more non-verbal anxiety, but not more self-reported anxiety, than non-threatened gays during these interactions. Furthermore, non-verbal anxiety appeared to mediate the effects of stereotype threat on the quality of participants’ childcare skills. We discuss how these findings advance stereotype threat research, and highlight their potential implications for gay childcare workers.
252 citations
08 Mar 2021
TL;DR: In this article, a study was conducted to explain junior high school students' metacognition with Field Independent (FI) and Field Dependent (FD) cognitive styles in mathematics problem solving, which indicated that the students who have FI cognitive styles indicated high selfconfidence and the ability to solve the problem correctly.
Abstract: The aim of this study was to explain junior high school students' metacognition with Field Independent (FI) and Field Dependent (FD) cognitive styles in mathematics problem solving. The statistical population of this study was all junior high school students in the Sragen regency in the 2018/2019 academic year. Purposive sampling was used to pick the subjects. Different instruments such as the cognitive style tests, the problem-solving exercises, and the interview guidelines were used to reach the research purpose. Moreover, time triangulation was used to ensure data validity. The data has been processed through four stages of data collection, data reduction, data presentation, and conclusion. The results indicated that the students who have field-independent cognitive styles indicated high selfconfidence and the ability to solve the problem correctly. They were also able to do planning steps, make important decisions for themselves, and solve the problem properly. However, students with FD cognitive style are completely confident that their answer is correct, but they have not yet clarified the steps they need to solve their problems. They also have not yet focused on their shortcomings in mathematics problem-solving. Hence, their task results in mathematics problem-solving have incorrect answers.
11 citations
Cites background from "How mathematics anxiety affects stu..."
...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)....
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15 Jul 2021
TL;DR: The results reported in this paper represent the quantitative portion of a mixed method investigation that employed a non-equivalent control group design conducted to determine the effects of teaching methods on math anxiety and achievement among preservice elementary teachers enrolled in a mathematics course.
Abstract: The results reported herein represent the quantitative portion of a mixed method investigation that employed a non-equivalent control group design conducted to determine the effects of teaching methods on math anxiety and achievement among preservice elementary teachers enrolled in a mathematics course. Two teaching methods, inquiry-based learning (IBL) and direct instruction (DI), were compared. These results indicated that math anxiety decreased significantly for the IBL group while increasing for the DI group over the course of an academic semester. There was no difference in measured learning outcomes between the two groups. A significant negative correlation between math anxiety and student achievement, however, was found. Qualitative results, discussed in a companion article, contextualize these findings and reveal that the participants attributed varying levels of math anxiety to several factors including course content, teaching methods, assessments, and student behaviors.
4 citations
Cites background or methods from "How mathematics anxiety affects stu..."
...mathematical algorithms and strategies (Fetterly, 2020; Ronghuan et al., 2021)....
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...Mathematics anxiety can also negatively impact a student’s ability to reason flexibly and creatively about mathematical algorithms and strategies (Fetterly, 2020; Ronghuan et al., 2021)....
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TL;DR: In this paper , the effects of gamification on motivation, engagement, and flow for high school students from socially disadvantaged communities were evaluated with pretest-post-test measurements with intervention and control groups.
Abstract: This study assesses the effects of an educational gamification program on motivation, engagement, and flow for high school students from socially disadvantaged communities. A quantitative comparison was carried out with pretest–post-test measurements with intervention and control groups. A total of 216 students from two high schools in socially deprived areas participated in the study. The experimental group engaged with a gamified platform for seven 1 h sessions while the control group continued their directive lessons. The results indicate that the experimental group significantly improved its flow, engagement, and motivation score compared to the control group. We concluded by highlighting the usefulness of gamification to motivate socially deprived students in learning scientific subjects.
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TL;DR: In this article, the authors report on a yearlong randomized controlled trial testing the effect of an algebra I supplemental comparison comparison curriculum on students' mathematical knowledge, finding that greater use of the supplemental curriculum was associated with greater procedural student knowledge.
Abstract: Mastery of algebra is an important yet difficult milestone for students, suggesting the need for more effective teaching strategies in the algebra classroom. Learning by comparing worked-out examples of algebra problems may be one such strategy. Comparison is a powerful learning tool from cognitive science that has shown promising results in prior small-scale studies in mathematics classrooms. This study reports on a yearlong randomized controlled trial testing the effect of an Algebra I supplemental comparison curriculum on students’ mathematical knowledge. 141 Algebra I teachers were randomly assigned to either implement the comparison curriculum as a supplement to their regular curriculum or to be a ‘business as usual’ control. Use of the supplemental curriculum was much less frequent than requested for many teachers, and there was no main effect of condition on student achievement. However, greater use of the supplemental curriculum was associated with greater procedural student knowledge. These findings suggest a role for comparison in the algebra classroom but also the challenges of supporting teacher integration of new materials into the curriculum.
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References
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TL;DR: This paper introduced a three-item Cognitive Reflection Test (CRT) as a simple measure of one type of cognitive ability, i.e., the ability or disposition to reflect on a question and resist reporting the first response that comes to mind.
Abstract: This paper introduces a three-item "Cognitive Reflection Test" (CRT) as a simple measure of one type of cognitive ability—the ability or disposition to reflect on a question and resist reporting the first response that comes to mind. The author will show that CRT scores are predictive of the types of choices that feature prominently in tests of decision-making theories, like expected utility theory and prospect theory. Indeed, the relation is sometimes so strong that the preferences themselves effectively function as expressions of cognitive ability—an empirical fact begging for a theoretical explanation. The author examines the relation between CRT scores and two important decision-making characteristics: time preference and risk preference. The CRT scores are then compared with other measures of cognitive ability or cognitive "style." The CRT scores exhibit considerable difference between men and women and the article explores how this relates to sex differences in time and risk preferences. The final section addresses the interpretation of correlations between cognitive abilities and decision-making characteristics.
3,902 citations
TL;DR: This article found that when the test was described as producing gender differences and stereotype threat was high, women performed substantially worse than equally qualified men did on difficult (but not easy) math tests among a highly selected sample of men and women.
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TL;DR: It is argued that the dual-processing distinction is supported by much recent evidence in cognitive science.
Abstract: Dual-process and dual-system theories in both cognitive and social psychology have been subjected to a number of recently published criticisms. However, they have been attacked as a category, incorrectly assuming there is a generic version that applies to all. We identify and respond to 5 main lines of argument made by such critics. We agree that some of these arguments have force against some of the theories in the literature but believe them to be overstated. We argue that the dual-processing distinction is supported by much recent evidence in cognitive science. Our preferred theoretical approach is one in which rapid autonomous processes (Type 1) are assumed to yield default responses unless intervened on by distinctive higher order reasoning processes (Type 2). What defines the difference is that Type 2 processing supports hypothetical thinking and load heavily on working memory.
2,624 citations
TL;DR: This article found that mathematics anxiety is related with poor performance on mathematics achievement tests and negative attitudes toward mathematics and is bound directly to avoidance of the subject, and a variety of treatments are effective in reducing mathematics anxiety.
Abstract: Results of 151 studies were integrated by meta-analysis to scrutinize the construct mathematics anxiety. Mathematics anxiety is related to poor performance on mathematics achievement tests. It relates inversely to positive attitudes toward mathematics and is bound directly to avoidance of the subject. Variables that exhibit differential mathematics anxiety levels include ability, school grade level, and undergraduate fields of study, with preservice arithmetic teachers especially prone to mathematics anxiety. Females display higher levels than males. However, mathematics anxiety appears more strongly linked with poor performance and avoidance of mathematics in precollege males than females. A variety of treatments are effective in reducing mathematics anxiety. Improved mathematics performance consistently accompanies valid treatment.
1,576 citations
TL;DR: This article used structural modeling procedures to assess the influence of past math grades, math ability perceptions, performance expectancies, and value perceptions on the level of math anxiety reported in a sample of 7th-through 9th-grade students (N = 250).
Abstract: We used structural modeling procedures to assess the influence of past math grades, math ability perceptions, performance expectancies, and value perceptions on the level of math anxiety reported in a sample of 7th- through 9th-grade students (N = 250). A second set of analyses examined the relative influence of these performance, self-perception, and affect variables on students' subsequent grades and course enrollment intentions in mathematics. The findings indicated that math anxiety was most directly related to students' math ability perceptions, performance expectancies, and value perceptions. Students' performance expectancies predicted subsequent math grades, whereas their value perceptions predicted course enrollment intentions. Math anxiety did not have significant direct effects on either grades or intentions. The findings also suggested that the pattern of relations are similar for boys and girls. The results are discussed in relation to expectancy-value and self-efficacy theories of academic achievement. A strong background in mathematics is critical for many career and job opportunities in today's increasingly technological society. However, many academically capable students prematurely restrict their educational and career options by discontinuing their mathematical training early in high school. Several recent surveys (National Assessment of Educational Progress [NAEP], 1988; National Center for Educational Statistics [NCES], 1984) indicate that only half of all high school graduates enroll in mathematics courses beyond the 10th grade. These reports also indicate that fewer women than men enroll in the more advanced courses in high school mathematics (NAEP, 1988; NCES, 1984), although the "gender gap" is beginning to narrow (Chipman & Thomas, 1985; Eccles, 1987). Furthermore, students of both sexes, but particularly women, do not attain a high level of mathematical competency, even if they have completed 4 years of high school math (NAEP, 1988).
1,258 citations