AI Article Synopsis
- There is a strong connection between math anxiety and math achievement, where higher anxiety levels generally lead to lower performance in math.
- The review discusses two main theories: Reduced Competency Theory, which posits that low math skills can lead to increased anxiety, and Processing Efficiency Theory, which argues that anxiety distracts cognitive resources, hindering performance.
- It introduces 'math avoidance' as a significant factor that mediates this relationship, indicating that avoidance behaviors can create a cycle that worsens both anxiety and math proficiency.
Article Abstract
A robust association exists between math anxiety and math achievement, with higher levels of anxiety correlating with lower achievement. Understanding this relationship is crucial due to the importance of math proficiency at individual and societal levels. In this review, we explore two prominent theories: Reduced Competency Theory, which suggests that initial low math achievement leads to math anxiety, and Processing Efficiency Theory, which suggests that math anxiety impairs performance by diverting cognitive resources. While these theories are supported by empirical evidence, they do not fully explain the mediators linking math anxiety and achievement. We propose 'math avoidance' as a critical mediator, suggesting that avoidance behaviors, formed through conditioning, create a feedback loop that exacerbates math anxiety and reduces proficiency.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1016/j.tics.2024.07.006 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Want AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!