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Research papers

Mathematics anxiety and stereotype threat: shared mechanisms, negative consequences and promising interventions

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Pages 115-128 | Published online: 14 Jun 2013

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Tashana S. Samuel, Sebastien Buttet & Jared Warner. (2023) “I Can Math, Too!”: Reducing Math Anxiety in STEM-Related Courses Using a Combined Mindfulness and Growth Mindset Approach (MAGMA) in the Classroom. Community College Journal of Research and Practice 47:10, pages 613-626.
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Maria Ryan, Olivia Fitzmaurice & Patrick Johnson. (2023) Investigating mathematics anxiety among mature students in service mathematics courses using the mathematics anxiety scale U.K.. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-25.
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Rachel M. Headley. (2023) An intervention to address math anxiety in the geosciences. Journal of Geoscience Education 71:1, pages 33-42.
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Christos Dimitriadis, Jan Georgeson, Paty Paliokosta & Jo Van Herwegen. (2021) Twice-Exceptional Students of Mathematics in England: What Do the Teachers Know?. Roeper Review 43:2, pages 99-111.
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Melody K. Waring. (2021) Teaching Note—The Stats Requirement: Statistical Thinking as Social Work. Journal of Social Work Education 57:1, pages 205-210.
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Stephanie Kelly, Alfredo Romero, Jennifer Ann Morrow, Zachary Denton & Johnny Ducking. (2020) Instructor Misbehaviors and Math Anxiety. Communication Reports 33:1, pages 27-40.
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Annika Grothérus, Fredrik Jeppsson & Joakim Samuelsson. (2019) Formative Scaffolding: how to alter the level and strength of self-efficacy and foster self-regulation in a mathematics test situation. Educational Action Research 27:5, pages 667-690.
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Gina Gresham & Caroline Burleigh. (2019) Exploring early childhood preservice teachers’ mathematics anxiety and mathematics efficacy beliefs. Teaching Education 30:2, pages 217-241.
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Peter Westwood. (2019) Becoming numerate: enduring theories, recent research, and current issues. Australian Journal of Learning Difficulties 24:1, pages 21-46.
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José Carrillo-Yañez, Nuria Climent, Miguel Montes, Luis C. Contreras, Eric Flores-Medrano, Dinazar Escudero-Ávila, Diana Vasco, Nielka Rojas, Pablo Flores, Álvaro Aguilar-González, Miguel Ribeiro & M. Cinta Muñoz-Catalán. (2018) The mathematics teacher’s specialised knowledge (MTSK) model*. Research in Mathematics Education 20:3, pages 236-253.
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Keith Williams, Jennifer Swift, Hefin Williams & Victor Van Daal. (2017) Raising children’s self-efficacy through parental involvement in homework. Educational Research 59:3, pages 316-334.
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Andrew F. Jarosz, Olga Goldenberg & Jennifer Wiley. (2017) Learning by Invention: Small Group Discussion Activities that Support Learning in Statistics. Discourse Processes 54:4, pages 285-302.
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Lara Alcock, Nina Attridge, Steven Kenny & Matthew Inglis. (2014) Achievement and behaviour in undergraduate mathematics: personality is a better predictor than gender. Research in Mathematics Education 16:1, pages 1-17.
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Sarah Buckley & Peter Sullivan. (2021) Reframing anxiety and uncertainty in the mathematics classroom. Mathematics Education Research Journal 35:S1, pages 157-170.
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Constantinos Xenofontos & Paul Andrews. (2023) The experiential construction of mathematics teacher identity and the impact of early mathematical failure. Frontiers in Education 8.
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Richard J. Daker, Sylvia U. Gattas, Elizabeth A. Necka, Adam E. Green & Ian M. Lyons. (2023) Does anxiety explain why math-anxious people underperform in math?. npj Science of Learning 8:1.
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Concetta Pirrone, Donatella Di Corrado, Alessandra Privitera, Sabrina Castellano & Simone Varrasi. (2022) Students’ Mathematics Anxiety at Distance and In-Person Learning Conditions during COVID-19 Pandemic: Are There Any Differences? An Exploratory Study. Education Sciences 12:6, pages 379.
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Matthew Inglis & Steven O’Hagan. (2022) Stereotype threat, gender and mathematics attainment: A conceptual replication of Stricker & Ward. PLOS ONE 17:5, pages e0267699.
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Jessica Dewey, Jenna Hicks & Anita Schuchardt. (2022) Improving Students’ Understanding of Biological Variation in Experimental Design and Analysis through a Short Model-Based Curricular Intervention. CBE—Life Sciences Education 21:1.
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Almer Gungor, Denise Kool, May Lee, Lucy Avraamidou, Niek Eisink, Bauke Albada, Koos van der Kolk, Moniek Tromp & Johannes Hendrik Bitter. (2022) The Use of Virtual Reality in A Chemistry Lab and Its Impact on Students’ Self-Efficacy, Interest, Self-Concept and Laboratory Anxiety. Eurasia Journal of Mathematics, Science and Technology Education 18:3, pages em2090.
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Debra Lewis. (2022) Modeling student engagement using optimal control theory. Journal of Geometric Mechanics 14:1, pages 131.
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Noelia Sánchez-Pérez, Luis J. Fuentes & Carmen González-Salinas. (2021) Assessing math anxiety in elementary schoolchildren through a Spanish version of the Scale for Early Mathematics Anxiety (SEMA). PLOS ONE 16:8, pages e0255777.
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Lital Daches Cohen, Lilach Layzer Yavin & Orly Rubinsten. (2021) Females' negative affective valence to math-related words. Acta Psychologica 217, pages 103313.
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Boby Ho-Hong Ching, Kenneth Hong Cheng Kong, Hannah Xiaohan Wu & Tiffany Ting Chen. (2020) Examining the reciprocal relations of mathematics anxiety to quantitative reasoning and number knowledge in Chinese children. Contemporary Educational Psychology 63, pages 101919.
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Mansour ALABDULAZİZ. (2020) Creativity enhanced program for twice exceptionally gifted: effects of mathematics anxiety level. Journal for the Education of Gifted Young Scientists 8:3, pages 1185-1199.
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Ahmed A. Moustafa, Angela Porter & Ahmed M. Megreya. (2020) Mathematics anxiety and cognition: an integrated neural network model. Reviews in the Neurosciences 31:3, pages 287-296.
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Jennifer. L Brown, Myriam Ortiz-Padilla & Roberto Soto-Varela. (2020) Does Mathematical Anxiety Differ Cross-Culturally?. Journal of New Approaches in Educational Research 9:1, pages 126-136.
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Emily Grossnickle Peterson & Jana Cohen. (2019) A Case for Domain-Specific Curiosity in Mathematics. Educational Psychology Review 31:4, pages 807-832.
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Andy P. Field, Danielle Evans, Tomasz Bloniewski & Yulia Kovas. (2019) Predicting maths anxiety from mathematical achievement across the transition from primary to secondary education. Royal Society Open Science 6:11, pages 191459.
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Phan Y. Hong, David A. Lishner, Alexandria Ebert, Caileigh Zimmerman, Markus Oechsner & Lee I. McCann. (2019) Undergraduates’ Considerations in Declaring Either a Bachelor of Science or a Bachelor of Arts in Psychology. Teaching of Psychology 46:3, pages 179-186.
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H. Moriah Sokolowski, Zachary Hawes & Ian M. Lyons. (2019) What explains sex differences in math anxiety? A closer look at the role of spatial processing. Cognition 182, pages 193-212.
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Nikki Collingwood & Jessica Dewey. (2018) ‘Thinking Your Problems Away’: Can maths interventions be developed to address both the academic and affective aspects of learning in primary aged children?. Educational and Child Psychology 35:2, pages 76-92.
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Stephanie Kelly, Liping Liu, Zachary Denton, Clinton Lee & Stephen Croucher. (2018) Instructional immediacy in the Chinese quantitative reasoning classroom. School Science and Mathematics 118:3-4, pages 104-112.
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Emily McLaughlin Lyons, Nina Simms, Kreshnik N. Begolli & Lindsey E. Richland. (2017) Stereotype Threat Effects on Learning From a Cognitively Demanding Mathematics Lesson. Cognitive Science 42:2, pages 678-690.
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Zhe Wang, Nicholas Shakeshaft, Kerry Schofield & Margherita Malanchini. (2018) Anxiety is not enough to drive me away: A latent profile analysis on math anxiety and math motivation. PLOS ONE 13:2, pages e0192072.
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Bethany D. Merillat, Diane G. Corrigan & Brian E. Harper. (2017) Reducing stereotype threat in urban schools. Social Psychology of Education 21:1, pages 1-26.
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Victoria Simms, Camilla Gilmore, Seaneen Sloan & Clare McKeaveney. (2018) Protocol for a systematic review: Interventions to improve mathematics achievement in primary school‐aged children: a systematic review. Campbell Systematic Reviews 14:1, pages 1-26.
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M. José Justicia-Galiano, M. Eva Martín-Puga, Rocío Linares & Santiago Pelegrina. (2017) Math anxiety and math performance in children: The mediating roles of working memory and math self-concept. British Journal of Educational Psychology 87:4, pages 573-589.
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Jonathan J. RolisonKinga MorsanyiPatrick A. O’Connor. (2016) Can I Count on Getting Better? Association between Math Anxiety and Poorer Understanding of Medical Risk Reductions. Medical Decision Making 36:7, pages 876-886.
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Sarah Buckley, Kate Reid, Merrilyn Goos, Ottmar V Lipp & Sue Thomson. (2016) Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience. Australian Journal of Education 60:2, pages 157-170.
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Kevin Larkin & Robyn Jorgensen. (2015) ‘I Hate Maths: Why Do We Need to Do Maths?’ Using iPad Video Diaries to Investigate Attitudes and Emotions Towards Mathematics in Year 3 and Year 6 Students. International Journal of Science and Mathematics Education 14:5, pages 925-944.
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Madeleine Bieg, Thomas Goetz, Ilka Wolter & Nathan C. Hall. (2015) Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety. Frontiers in Psychology 6.
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Eun Jeong YUN & In Sun SHIN. (2015) Brain Activity Related with Mathematics Anxiety. Research in Mathematical Education 19:2, pages 117-139.
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Koleen McCrink & Jennifer Galamba. (2015) The Impact of Symbolic and Non-Symbolic Quantity on Spatial Learning. PLOS ONE 10:3, pages e0119395.
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M.I. Núñez-Peña, R. Bono & M. Suárez-Pellicioni. (2015) Feedback on students’ performance: A possible way of reducing the negative effect of math anxiety in higher education. International Journal of Educational Research 70, pages 80-87.
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M. Isabel Núñez-Peña & Macarena Suárez-Pellicioni. (2014) Less precise representation of numerical magnitude in high math-anxious individuals: An ERP study of the size and distance effects. Biological Psychology 103, pages 176-183.
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Erin A. Maloney, Jason R. Sattizahn & Sian L. Beilock. (2014) Anxiety and cognition. WIREs Cognitive Science 5:4, pages 403-411.
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Kinga Morsanyi, Chiara Busdraghi & Caterina Primi. (2014) Mathematical anxiety is linked to reduced cognitive reflection: a potential road from discomfort in the mathematics classroom to susceptibility to biases. Behavioral and Brain Functions 10:1, pages 31.
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