Problem 4: math anxiety

Question 1

effects associated with math anxiety

Answer 1

-anxiety complexity effect: the more difficult a task –> the worse performance
-global avoidance effect: avoiding math in life
-local avoidance: trying to get through a math problem ASAP to be done with it
-problem size effect: anxiety increases the lengthier a problem is
-numerical distance effect: the larger the numbers + the distance between the numbers –> the more anxiety

Question 2

theories for math anxiety:
-PET
-ACT

Answer 2

-PET = processing efficiency theory: the higher the working memory load, the harder it is to fulfil a task (WM is used for anxious thoughts)
-ACT/inhibition/attentional control deficit = attentional control theory: math anxiety causes imbalance in attentional control (more precise update of PET)

Question 3

origins and maintenance of math anxiety

Answer 3

-environmental factors (beliefs, embarrassment, attitudes of people around you)
-genetic factors may cause predisposition for development of MA
-poor visuo-spatial skills –> difficulties solving math problems
-high WM capacity –> difficulty solving math problems
-attentional bias

Question 4

MA and brain correlates

Answer 4

-amygdala and insula hyper activation
-reduced activity in DLPFC
-amygdala + VMPC higher connectivity = related to neg emotions
-less connectivity between amygdala and PPC (math solving abilities)

Question 5

2016, Carey et al:
-aim
-theories
-conclusion

Answer 5

-theories:
–deficit theory: performance causes anxiety (supported by longitudinal studies)
–debilitating anxiety model: anxiety causes performance (supported by cross sectional studies)
–reciprocal theory: both theories are true, there’s a bidirectional relationship
-conclusion: deficit theory is long term, debilitating anxiety model is more short term –> reciprocal view

Question 6

2022, Balt et al:
-aim
-method

Answer 6

-aim: give overview of interventions in MA and their characteristics
-Method: systematic review

Question 7

2022, balt et al:
-results

Answer 7

-mathematic intervention: breaks cycle by increasing math self-concept and performance
-cognitive behavioural intervention
-mixed findings for both, combination of both could be most effective

Question 8

2022, balt et al:
-limitations

Answer 8

-many interventions were not clearly described
-very strict inclusion criteria
-very descriptive instead of methodological

Question 9

2014, Park et al:
-aim
-hypothesis:
-method

Answer 9

-aim: effectiveness of expressive writing in MA
-hypothesis:
–HMA perform worse than LMA
–after 1 session HMA and LMA should perform at comparable level
–HMA shows more pronounced performance deficit than LMA

Question 10

2014, Park et al:
-results

Answer 10

-difference in performance in HMA and LMA in reduced in comparison to control group –> effective !