Academic anxieties: which type contributes the most to low achievement in methodological courses?

References

• Alexander, L., & Martray, C. (1989). The development of an abbreviated version of the Mathematics Anxiety Rating Scale. Measurement and Evaluation in Counseling and Development, 22, 143–150. doi:10.1080/07481756.1989.12022923
   Web of Science ®Google Scholar
• Aronson, J. (Ed.). (2002). Improving academic achievement. Impact on psychological factors on education. San Diego, CA: Academic Press.
   Google Scholar
• Ashcraft, M. H., & Faust, M. W. (1994). Mathematics anxiety and mental arithmetic performance: An exploratory investigation. Cognition and Emotion, 8, 97–125. doi:10.1080/02699939408408931
   Web of Science ®Google Scholar
• Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology. General, 130(2), 224–237. doi:10.1037//0096-3445.130.2.224
   PubMed Web of Science ®Google Scholar
• Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review,14(2), 243–248. doi:10.3758/BF03194059
   PubMed Web of Science ®Google Scholar
• Baddeley, A. D. (1983). Working memory. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 302, 311–324. doi:10.1098/rstb.1983.0057
   Web of Science ®Google Scholar
• Bandalos, D.L., Yates, K., & Thorndike-Christ, T. (1995). Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety. Journal of Educational Psychology, 87(4), 611–623. doi:10.1037//0022-0663.87.4.611
   Web of Science ®Google Scholar
• Beilock, S. L., & Willingham, D. T. (2014). Math anxiety: Can teachers help students reduce it? American Educator, 38, 28–32.
   Google Scholar
• Bekker, M. H. J., & van Mens-Verhulst, J. (2007). Anxiety disorders: Sex differences in prevalence, degree and background, but gender- neutral treatment. Gender Medicine, 4(B), S178–S193. doi:10.1016/S1550-8579(07)80057-X
   PubMedGoogle Scholar
• Blackburn, H. (2017). The status of women in STEM in higher education: A review of the literature 2007–2017. Science & Technology Libraries, 36(3), 235–273. doi:10.1080/0194262X.2017.1371658
   Google Scholar
• Brunyé, T. T., Mahoney, C. R., Giles, G. E., Rapp, D. N., Taylor, H. A., & Kanarek, R. B. (2013). Learning to relax: Evaluating four brief interventions for overcoming the negative emotions accompanying math anxiety. Learning and Individual Differences, 27, 1–7. doi:10.1016/j.lindif.2013.06.008
   Web of Science ®Google Scholar
• Cassady, J. C. (2004). The influence of cognitive test anxiety across the learning-testing cycle. Learning and Instruction, 14(6), 569–592. doi:10.1016/j.learninstruc.2004.09.002
   Web of Science ®Google Scholar
• Cassady, J. C. (2010a). Anxiety in schools. The causes, consequences, and solutions for academic anxieties. New York: Peter Lang Publishing.
   Google Scholar
• Cassady, J. C. (2010b). Test anxiety. Contemporary theories and implications for learning. In J. C. Cassady (Ed.), Anxiety in schools. The causes, consequences, and solutions for academic anxieties (pp.7–26). New York: Peter Lang Publishing.
   Google Scholar
• Cooper, S. E., & Robinson, D. A. G. (1991). The relationship of mathematics self-efficacy beliefs to mathematics anxiety and performance. Measurement & Evaluation in Counseling & Development, 24(1), 4–12. doi:10.1016/j.sbspro.2009.01.169
   Web of Science ®Google Scholar
• de Visser, L., van der Knaap, L. J., van de Loo, A. J. A. E., van der Weerd, C. M. M., Ohl, F., & van den Bos, R. (2010). Trait anxiety affects decision-making differently in healthy men and women: Towards gender-specific endophenotypes of anxiety. Neuropsychologia, 48, 1598–1606. doi:10.1016/j.neuropsychologia.2010.01.027
   PubMed Web of Science ®Google Scholar
• Deffenbacher, J. L. (1980). Worry and emotionality in test anxiety. In I. G. Sarason (Ed.), Test anxiety: Theory, research, and applications (pp. 111–124). Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: a meta-analysis. Psychonomic Bulletin, 136(1), 103–127. doi:10.1037/a0018053
   PubMed Web of Science ®Google Scholar
• Eysenck, M. W., & Calvo, M. G. (1992). Anxiety and performance: The processing efficiency theory. Cognition and Emotion, 6(6), 409–434. doi:10.1080/02699939208409696
   Web of Science ®Google Scholar
• Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7(2), 336–353. doi:10.1037/1528-3542.7.2.336
   PubMed Web of Science ®Google Scholar
• Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The math anxiety-performance link. Current Directions in Psychological Science, 26(1), 52–58. doi:10.1177/0963721416672463
   Web of Science ®Google Scholar
• Hembree, R. (1988). Correlates, causes, and treatment of test anxiety. Review of Educational Research, 58(1), 47–77. doi:10.3102/00346543058001047
   Web of Science ®Google Scholar
• Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 243–246. doi:10.2307/749455
   Web of Science ®Google Scholar
• Hodapp, V. (1991). Das Prüfungsängstlichkeitsinventar TAI-G: Eine erweiterte und modifizierte Version mit vier Komponenten [The Test Anxiety Inventory TAI-G: An expanded and modified version with four components]. Zeitschrift für Pädagogische Psychologie, 5, 121–130.
   Google Scholar
• Hopko, D. R., McNeil, D. W., Gleason, P. J., & Rabalais, A. E. (2002). The emotional Stroop paradigm: Performance as a function of stimulus properties and self-reported mathematics anxiety. Cognitive Therapy and Research, 26(2), 157–166. doi:10.1023/A:1014578218041
   Web of Science ®Google Scholar
• Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., & Williams, C. C. (2008). Gender similarities characterize math performance. Science, 321, 494–495. doi:10.1126/science.1160364
   PubMed Web of Science ®Google Scholar
• Jamieson, J. P., Mendes, W. B., Blackstock, E., & Schmader, T. (2010). Turning the knots in your stomach into bows: Reappraising arousal improves performance on the GRE. Journal of Experimental Social Psychology, 46(1), 208–212. doi:10.1016/j.jesp.2009.08.015
   PubMed Web of Science ®Google Scholar
• Mathews, A., & MacLeod, C. (2005). Cognitive vulnerability to emotional disorders. Annual Review of Clinical Psychology, 1, 167–195. doi:10.1146/annurev.clinpsy.1.102803.143916
   PubMed Web of Science ®Google Scholar
• Mazzone, L., Ducci, F., Scoto, M. C., Passaniti, E., Genitori, V., & Vitiello, B. (2007). The role of anxiety symptoms in school performance in a community sample of children and adolescents. BMC Public Health, 7, 347. doi:10.1186/1471-2458-7-347
   Web of Science ®Google Scholar
• McCleary, R., & Zucker, E. L. (1991). Higher trait- and state-anxiety in female law students than in male law students. Psychological Reports, 68, 1075–1078. doi:10.2466/PR0.68.4.1075-1078
   PubMed Web of Science ®Google Scholar
• Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents’ course enrollment and performance in mathematics. Journal of Educational Psychology, 82(1), 60–70. doi:10.1037//0022-0663.82.1.60
   Web of Science ®Google Scholar
• Miller, D. I., Eagly, A. H., & Linn, M. C. (2015). Women’s representation in science predicts national gender-science stereotypes: Evidence from 66 nations. Journal of Educational Psychology, 107(3), 631–644. doi:10.1037/edu0000005
   Web of Science ®Google Scholar
• Mueller, J. H. (1980). Test anxiety and the encoding and retrieval of information. In I. G. Sarason (Ed.), Test anxiety: Theory, research, and applications (pp. 63–86). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Núñez-Peña, M. I., Bono, R., & Suárez-Pellicioni, M. (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, 80–87. doi:10.1016/j.ijer.2015.02.005
   Web of Science ®Google Scholar
• Núñez-Peña, M. I., Suárez-Pellicioni, M., & Bono, R. (2013). Effects of math anxiety on student success in higher education. International Journal of Educational Research, 58, 36–43. doi:10.1016/j.ijer.2012.12.004
   Web of Science ®Google Scholar
• Núñez-Peña, M. I., Suárez-Pellicioni, M., Guilera, G., & Mercadé-Carranza, C. (2013). A Spanish version of the short Mathematics Anxiety Rating Scale (sMARS). Learning and Individual Differences, 24, 204–210. doi:10.1016/j.lindif.2012.12.009
   Web of Science ®Google Scholar
• Núñez-Peña, M. I., Tubau, E., & Suárez-Pellicioni, M. (2017). Post-error response inhibition in high math-anxious individuals: Evidence from a multi-digit addition task. Acta Psychologica, 177, 17–22. doi:10.1016/j.actpsy.2017.04.002
   PubMed Web of Science ®Google Scholar
• Onwuegbuzie, A. J., Slate, J. R., & Schwartz, R. A. (2001). Role of study skills in graduate-level educational research courses. Journal of Educational Research, 94(4), 238–246. doi:10.1080/00220670109598757
   Web of Science ®Google Scholar
• Panayiotou, G., Karekla, M. & Leonidou, C. (2017). Coping through avoidance may explain gender disparities in anxiety. Journal of Contextual Behavioral Science, 6(2), 215–220. doi:10.1016/j.jcbs.2017.04.005
   Web of Science ®Google Scholar
• Park, D., Ramirez, G., & Beilock, S. L. (2014). The role of expressive writing in math anxiety. Journal of Experimental Psychology: Applied, 20(2), 103–111. doi:10.1037/xap0000013
   PubMed Web of Science ®Google Scholar
• Paxton, P. (2006). Dollars and sense: Convincing students that they can learn and want to learn statistics. Teaching Sociology, 34(1), 65–70. doi:10.1177/0092055X0603400106
   Web of Science ®Google Scholar
• Putwain, D. W. (2007). Test anxiety in UK schoolchildren: Prevalence and demographic pattern. British Journal of Educational Psychology, 77(3), 579–593. doi:10.1348/000709906X161704
   PubMed Web of Science ®Google Scholar
• Putwain, D. W. (2008). Do examinations stakes moderate the test anxiety examination performance relationship? Educational Psychology, 28(2), 109–118. doi:10.1080/01443410701452264
   Web of Science ®Google Scholar
• Ramirez, G., & Beilock, S. L. (2011). Writing about testing worries boosts exam performance in the classroom. Science, 331, 211–213. doi:10.1126/science.1199427
   PubMed Web of Science ®Google Scholar
• Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19, 551–554. doi:10.1037/h0033456
   Web of Science ®Google Scholar
• Rivkin, S. G., & Schiman, J. C. (2015). Instruction time, classroom quality, and academic achievement. The Economic Journal, 125(588), 425–448. doi: 10-1111/ecoj.12315
   Web of Science ®Google Scholar
• Sesé, A., Jiménez, R., Montaño, J. J., & Palmer, A. (2015). Can attitudes toward statistics and statistics anxiety explain students’ performance? Revista de Psicodidáctica, 20(2), 285–304. doi:10.1387/RevPsicodidact.13080
   Web of Science ®Google Scholar
• Sesé, A., Palmer, A., & Pérez-Pareja, J. (2010). Construct validation for the German Test Anxiety Inventory-Argentinean version (CTAI-A) in a Spanish population. Cognition, Brain and Behavior. An Interdisciplinary Journal, 4(14), 413–429.
   Google Scholar
• Shapiro, C. A., & Sax, L. J. (2011). Major selection and persistence for women in STEM. New Directions for Institutional Research, 152, 5–18. doi:10.1002/ir.404
   Google Scholar
• Sointu, E. T., Savolainen, H., Lappalainen, K., & Lambert, M. C. (2016). Longitudinal associations of student-teacher relationships and behavioral and emotional strengths on academic achievement. Educational Psychology, 37(4), 457–467. doi:10.1080/01443410.2016.1165796
   Web of Science ®Google Scholar
• Spielberger, C. D. (1972). Anxiety: Current Trends in Theory and Research, vol. 1. New York, NY: Academic Press.
   Google Scholar
• Spielberger, C. D., & Sydeman, S. J. (1994). State-Trait Anger Inventory and State-Trait Anger Expression Inventory. In M. E. Maruish (Ed.), The use of psychological testing for treatment planning and outcome assessment (pp. 292–321). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Spielberger, C. D., Gorsuch, R., & Lushene, R. (2008). Cuestionario de ansiedad Estado-Rasgo (STAI). Madrid: TEA Ediciones.
   Google Scholar
• Spielberger, C. D., Gorsuch, R., Lushene, R., Vagg, P. R., & JacoBs, G. A. (1983). Manual for the State-Trait Anxiety Inventory. Palo Alto, CA: Consulting Psychologists Press (Spanish adaptation of the STAI by TEA Ediciones S.A. (3rd ed.) Madrid, 1988).
   Google Scholar
• Steffens, M. C., Jelenec, P., & Noack, P. (2010). On the leaky math pipeline: comparing implicit math-gender stereotypes and math withdrawal in female and male children and adolescents. Journal of Educational Psychology, 102, 947–963 doi:10.1037/a0019920
   Web of Science ®Google Scholar
• Steffens, M. C., & Jelenec, P. (2011). Separating implicit gender stereotypes regarding math and language: implicit ability stereotypes are self-serving for boys and men, but not for girls and women. Sex Roles, 64, 324–335. doi:10.1007/s11199-010-9924-x
   Web of Science ®Google Scholar
• Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19, 80–90. doi:10.1016/j.lindif.2008.05.004
   Web of Science ®Google Scholar
• Stöber, J. (2004). Dimensions of test anxiety: Relations to ways of coping with pre-exam anxiety and uncertainty. Anxiety, Stress & Coping: An International Journal, 17(3), 213–226. doi:10.1080/10615800412331292615
   Web of Science ®Google Scholar
• Suárez-Pellicioni, M., Núñez-Peña, M. I., & Colomé, A. (2013). Abnormal error monitoring in math-anxious individuals: evidence from error-related brain potentials. PLoS One, 8(11), e81143. doi:10.1371/journal.pone.0081143
   PubMed Web of Science ®Google Scholar
• Suárez-Pellicioni, M., Núñez-Peña, M. I., & Colomé, A. (2014). Reactive recruitment of attentional control in math anxiety: An ERP study of numeric conflict monitoring and adaptation. PLoS ONE, 9(6), e99579. doi:10.1371/journal.pone.0099579
   PubMed Web of Science ®Google Scholar
• Suárez-Pellicioni, M., Núñez-Peña, M. I., & Colomé, A. (2016). Math anxiety: A review of its cognitive consequences, psychophysiological correlates, brain bases. Cognitive, Affective, & Behavioral Neuroscience, 16(1), 3–22. doi:10.3758/s13415-015-0370-7
   PubMed Web of Science ®Google Scholar
• Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum Press.
   Google Scholar