The influence of experiencing success in math on math anxiety, perceived math competence, and math performance
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Achievement can affect motivation through experiences of success or failure.
“Yet the reverse relation is also often found, as achievement can affect motivation through experiences of success or failure (Garon-Carrier et al., 2016;Guay et al., 2003;Jansen et al., 2013).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Jansen et al., 2013
Cites
Preacher, K. J., & Hayes, A. F. (2008) · Behavior Research Methods · doi:10.3758/brm.40.3.879 · Cited by 34,117 · see citing works
SPSS and SAS procedures for estimating indirect effects in simple mediation models
Preacher, K. J., & Hayes, A. F. (2004) · Behavior Research Methods, Instruments, & Computers · doi:10.3758/bf03206553 · Cited by 17,383 · see citing works
The Perceived Competence Scale for Children
Harter, S. (1982) · Child Development · doi:10.2307/1129640 · Cited by 3,639 · see citing works
The Nature, Effects, and Relief of Mathematics Anxiety
Hembree, R. (1990) · Journal for Research in Mathematics Education · doi:10.2307/749455 · Cited by 1,993 · see citing works
The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review
Valentine, J. C., DuBois, D. L., & Cooper, H. (2004) · Educational Psychologist · doi:10.1207/s15326985ep3902_3 · Cited by 1,315 · see citing works
Contrasts and Effect Sizes in Behavioral Research
Rosenthal, R., Rosnow, R. L., & Rubin, D. B. (1999) · Cambridge University Press eBooks · doi:10.1017/cbo9780511804403 · Cited by 1,144 · see citing works
A dynamical model of general intelligence: The positive manifold of intelligence by mutualism.
Van Der Maas, H. L. J., Dolan, C. V., Grasman, R. P. P. P., Wicherts, J. M., Huizenga, H. M., & Raijmakers, M. E. J. (2006) · Psychological Review · doi:10.1037/0033-295x.113.4.842 · Cited by 1,006 · see citing works
Academic self‐concept and academic achievement: Relations and causal ordering
Marsh, H. W., & Martin, A. J. (2011) · British Journal of Educational Psychology · doi:10.1348/000709910x503501 · Cited by 975 · see citing works
Ma, X. (1999) · Journal for Research in Mathematics Education · doi:10.2307/749772 · Cited by 915 · see citing works
Academic self-concept and academic achievement: Developmental perspectives on their causal ordering.
Guay, F., Marsh, H. W., & Boivin, M. (2003) · Journal of Educational Psychology · doi:10.1037//0022-0663.95.1.124 · Cited by 884 · see citing works
Working memory, math performance, and math anxiety
Ashcraft, M. H., & Krause, J. A. (2007) · Psychonomic Bulletin & Review · doi:10.3758/bf03194059 · Cited by 806 · see citing works
Mathematics Anxiety and the Affective Drop in Performance
Ashcraft, M. H., & Moore, A. M. (2009) · Journal of Psychoeducational Assessment · doi:10.1177/0734282908330580 · Cited by 647 · see citing works
Academic self-concept and academic achievement: Developmental perspectives on their causal ordering.
Guay, F., Marsh, H. W., & Boivin, M. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.1.124 · Cited by 633 · see citing works
Lee, J. (2009) · Learning and Individual Differences · doi:10.1016/j.lindif.2008.10.009 · Cited by 542 · see citing works
Ma, X., & Xu, J. (2003) · Journal of Adolescence · doi:10.1016/j.adolescence.2003.11.003 · Cited by 455 · see citing works
Mathematics anxiety and mental arithmetic performance: An exploratory investigation
Ashcraft, M. H., & Faust, M. W. (1994) · Cognition & Emotion · doi:10.1080/02699939408408931 · Cited by 442 · see citing works
The development of executive functions and early mathematics: A dynamic relationship
Van der Ven, S. H. G., Kroesbergen, E. H., Boom, J., & Leseman, P. P. M. (2012) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.2011.02035.x · Cited by 295 · see citing works
The Affective and Cognitive Dimensions of Math Anxiety: A Cross-National Study
Ho, H., Şentürk, D., Lam, A. G., Zimmer, J. M., Hong, S., Okamoto, Y., Chiu, S.-Y., Nakazawa, Y., & Wang, C.-P. (2000) · Journal for Research in Mathematics Education · doi:10.2307/749811 · Cited by 283 · see citing works
Bandalos, D. L., Yates, K., & Thorndike-Christ, T. (1995) · Journal of Educational Psychology · doi:10.1037/0022-0663.87.4.611 · Cited by 281 · see citing works
Math Anxiety in Second and Third Graders and Its Relation to Mathematics Achievement
Wu, S. S., Barth, M. E., Amin, H., Malcarne, V. L., & Menon, V. (2012) · Frontiers in Psychology · doi:10.3389/fpsyg.2012.00162 · Cited by 281 · see citing works
Klinkenberg, S., Straatemeier, M., & van der Maas, H. L. J. (2011) · Computers & Education · doi:10.1016/j.compedu.2011.02.003 · Cited by 261 · see citing works
Self-citationMath Anxiety and Math Ability in Early Primary School Years
Krinzinger, H., Kaufmann, L., & Willmes, K. (2009) · Journal of Psychoeducational Assessment · doi:10.1177/0734282908330583 · Cited by 258 · see citing works
Bekdemir, M. (2010) · Educational Studies in Mathematics · doi:10.1007/s10649-010-9260-7 · Cited by 239 · see citing works
Owner reports of attention, activity, and impulsivity in dogs: a replication study
Lit, L., Schweitzer, J. B., Iosif, A., & Oberbauer, A. M. (2010) · Behavioral and Brain Functions · doi:10.1186/1744-9081-6-1 · Cited by 229 · see citing works
Mathematics anxiety in children with developmental dyscalculia
Rubinsten, O., & Tannock, R. (2010) · Behavioral and Brain Functions · doi:10.1186/1744-9081-6-46 · Cited by 173 · see citing works
Aspects of Children's Mathematics Anxiety
Newstead, K. (1998) · Educational Studies in Mathematics · doi:10.1023/a:1003177809664 · Cited by 135 · see citing works
Speed-Accuracy Response Models: Scoring Rules based on Response Time and Accuracy
Maris, G., & van der Maas, H. L. J. (2012) · Psychometrika · doi:10.1007/s11336-012-9288-y · Cited by 129 · see citing works
Stereotype internalization and women’s math performance: The role of interference in working memory
Bonnot, V., & Croizet, J. (2006) · Journal of Experimental Social Psychology · doi:10.1016/j.jesp.2006.10.006 · Cited by 119 · see citing works
Development and Validation of the Mathematics Anxiety Scale for Children.
Chiu, L., & Henry, L. L. (1990) · Measurement and Evaluation in Counseling and Development · Cited by 111 · see citing works
Mathematics anxiety in secondary students in England
Chinn, S. (2008) · Dyslexia · doi:10.1002/dys.381 · Cited by 109 · see citing works
Gender Differences in Large-Scale Math Assessments: PISA Trend 2000 and 2003
Liu, O. L., & Wilson, M. R. (2009) · Applied Measurement in Education · doi:10.1080/08957340902754635 · Cited by 87 · see citing works
Timmermans, R. E., Lieshout, E. C. D. M. V., & Verhoeven, L. T. W. (2007) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.11.005 · Cited by 45 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
A meta-analysis of the relation between math anxiety and math achievement
Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021) · Psychological Bulletin · doi:10.1037/bul0000307 · Cited by 614 · see citing works
Carey, E., Hill, F., Devine, A., & Szűcs, D. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01987 · Cited by 488 · see citing works
“It may in fact be indicative of the very nature of the MA-maths performance relationship; whilst poor performance may trigger MA in certain individuals, it may further reduce their maths performance in a vicious cycle (as endorsed in Jansen et al., 2013).”
BackgroundInfluentialMotivation-Achievement Cycles in Learning: a Literature Review and Research Agenda
Vu, T., Magis-Weinberg, L., Jansen, B. R. J., van Atteveldt, N., Janssen, T. W. P., Lee, N. C., van der Maas, H. L. J., Raijmakers, M. E. J., Sachisthal, M. S. M., & Meeter, M. (2022) · Educational Psychology Review · doi:10.1007/s10648-021-09616-7 · Cited by 224 · see citing works
Self-citationChang, H., & Beilock, S. L. (2016) · Current Opinion in Behavioral Sciences · doi:10.1016/j.cobeha.2016.04.011 · Cited by 221 · see citing works
Devine, A., Hill, F., Carey, E., & Szűcs, D. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000222 · Cited by 204 · see citing works
Valente, M. J., & MacKinnon, D. P. (2017) · Structural Equation Modeling: A Multidisciplinary Journal · doi:10.1080/10705511.2016.1274657 · Cited by 173 · see citing works
“Four statistical models can be used to investigate the mediated effect: the cross-sectional model, the difference score model (Jansen et al., 2013; MacKinnon et al., 1991), the residualized change score model (Miller, Trost, & Brown, 2002; Reid & Aiken, 2013), and the ANCOVA model (Jang et al.,…”
MethodSheu, H., Lent, R. W., Miller, M. J., Penn, L. T., Cusick, M. E., & Truong, N. N. (2018) · Journal of Vocational Behavior · doi:10.1016/j.jvb.2018.10.003 · Cited by 168 · see citing works
Rozgonjuk, D., Kraav, T., Mikkor, K., Orav-Puurand, K., & Täht, K. (2020) · International Journal of STEM Education · doi:10.1186/s40594-020-00246-z · Cited by 158 · see citing works
Calculated avoidance: Math anxiety predicts math avoidance in effort-based decision-making
Choe, K. W., Jenifer, J. B., Rozek, C. S., Berman, M. G., & Beilock, S. L. (2019) · Science Advances · doi:10.1126/sciadv.aay1062 · Cited by 140 · see citing works
“In addition, increasing math exposure through computer games (30) or intensive tutoring (23) has been shown to provide positive math experiences and improve math performance in students with math anxiety, thereby potentially turning the vicious cycle of math failure➔ increased anxiety➔ increased avoidance➔ increased f…”
BackgroundRelationships between attitudes and performance in young children’s mathematics
Dowker, A., Cheriton, O., Horton, R. E., & Mark, W. (2019) · Educational Studies in Mathematics · doi:10.1007/s10649-019-9880-5 · Cited by 129 · see citing works
Vanbecelaere, S., den Berghe, K. V., Frederik Cornillie, B., Sasanguie, D., Reynvoet, B., & Depaepe, F. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.103680 · Cited by 137 · see citing works
“Similar to previous studies, we examined the impact of DGBL on math and reading anxiety operationalized via questionnaires (Gunderson et al., 2018; Jansen et al., 2013).”
BackgroundResultMurphy, S., MacDonald, A., Wang, C., & Danaia, L. (2019) · Canadian Journal of Science Mathematics and Technology Education · doi:10.1007/s42330-019-00054-w · Cited by 113 · see citing works
“Jansen et al. (2013) used a computer-based mathematics problem-solving game with an adaptive learning design to build self-efficacy (independent of ability) in grades 3 to 6 students.”
MethodMier, H. I. V., Schleepen, T. M. J., & van den Berg, F. C. G. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02690 · Cited by 105 · see citing works
“We did not find a significant gender difference inmath anxiety in our study, consistent with findings of others in elementary school children (Dowker et al., 2012; Young et al., 2012; Jansen et al., 2013; Ramirez et al., 2013; Erturan and Jansen, 2015; Schleepen and Van Mier, 2016; Kucian et al., 2018).”
BackgroundResultLai, Y., Zhu, X., Chen, Y., & Li, Y. (2015) · PLoS ONE · doi:10.1371/journal.pone.0130570 · Cited by 101 · see citing works
The effectiveness of adaptive versus non‐adaptive learning with digital educational games
Vanbecelaere, S., den Berghe, K. V., Frederik Cornillie, B., Sasanguie, D., Reynvoet, B., & Depaepe, F. (2019) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12416 · Cited by 93 · see citing works
Visuospatial working memory and mathematical ability at different ages throughout primary school
van der Ven, S. H. G., van der Maas, H. L. J., Straatemeier, M., & Jansen, B. R. J. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2013.09.003 · Cited by 92 · see citing works
Self-citationPreservice to Inservice: Does Mathematics Anxiety Change With Teaching Experience?
Gresham, G. (2017) · Journal of Teacher Education · doi:10.1177/0022487117702580 · Cited by 89 · see citing works
“Specific to mathematics instruction, mathematics anxiety inhibits mathematics performance and learning (Devine, Fawcett, Szücs, & Dowker, 2012; Jansen et al., 2013).”
BackgroundInfluentialBakker, M., van den Heuvel‐Panhuizen, M., & Robitzsch, A. (2014) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2014.09.001 · Cited by 87 · see citing works
“Indeed, Jansen et al. (2013) found that students who had practiced more problems in a game environment on the automatization of number facts, exhibited higher gains in their number fact knowledge.”
Núñez‐Peña, M. I., Bono, R., & Pellicioni, M. S. (2015) · International Journal of Educational Research · doi:10.1016/j.ijer.2015.02.005 · Cited by 76 · see citing works
“Importantly, math anxiety has been found to be associated not only with negative attitudes towards mathematics but also with poor academic outcomes in the subject and low confidence regarding the ability to learn math (Jasen, Louwese, Straatemeier, Van der Ven, Klinkenberg, & Van der Maas, 2013).”
BackgroundDeieso, D., & Fraser, B. J. (2018) · Learning Environments Research · doi:10.1007/s10984-018-9261-5 · Cited by 75 · see citing works
“…on mathematics anxiety includes Marchis (2011) with 337 secondary-school students in Romania, a Dutch study with 207 children in grades 3 to 6 (Jansen et al. 2013), Kvedere (2014) with 3,077 Latvian 9th grade students, Abbasi et al. (2013) with 480 high-school and pre-university students and…”
BackgroundUsing a brain-computer interface (BCI) in reducing math anxiety: Evidence from South Africa
Verkijika, S. F., & Wet, L. D. (2014) · Computers & Education · doi:10.1016/j.compedu.2014.10.002 · Cited by 74 · see citing works
García, T., Rodríguez, C., Betts, L. R., Areces, D., & Castro, P. G. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.05.021 · Cited by 69 · see citing works
Do individual differences in children’s curiosity relate to their inquiry-based learning?
van Schijndel, T. J. P., Jansen, B. R. J., & Raijmakers, M. E. J. (2018) · International Journal of Science Education · doi:10.1080/09500693.2018.1460772 · Cited by 68 · see citing works
“total and direct effects were determined by performing a hierarchical regression analysis (Jansen et al., 2013), and the indirect effect was determined by using the method of Preacher and Hayes (2004).”
MethodSelf-citationMediation Relationships Among Gender, Spatial Ability, Math Anxiety, and Math Achievement
Wang, L. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09487-z · Cited by 68 · see citing works
Relations between mathematics achievement and motivation in students of diverse achievement levels
Prast, E. J., van de Weijer‐Bergsma, E., Miočević, M., Kroesbergen, E. H., & Luit, J. E. H. V. (2018) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2018.08.002 · Cited by 72 · see citing works
Abín, A., Núñez, J. C., Rodríguez, C., Cueli, M., García, T., & Rosário, P. J. S. L. F. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.00876 · Cited by 66 · see citing works
Erturan, S., & Jansen, B. R. J. (2015) · European Journal of Psychology of Education · doi:10.1007/s10212-015-0248-7 · Cited by 66 · see citing works
“Study 2 Study 2 concerns data that were reported by Jansen et al. (2013), who described changes in math performance, math anxiety, and perceived math competence after training with a math practice program by comparing responses to a pretest and a posttest.”
BackgroundMethodInfluentialSelf-citationReward-driven distraction: A meta-analysis.
Rusz, D., Pelley, M. E. L., Kompier, M. A. J., Mait, L., & Bijleveld, E. (2020) · Psychological Bulletin · doi:10.1037/bul0000296 · Cited by 62 · see citing works
“For example, expressive writing may guard against test anxiety (Ramirez & Beilock, 2011); computer-adaptive practice may guard against math anxiety (Jansen et al., 2013); reappraisal strategies may guard against choking under pressure (Balk, Adriaanse, de Ridder, & Evers, 2013).”
BackgroundDo games reduce maths anxiety? A meta-analysis
Dondio, P., Gusev, V., & Rocha, M. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104650 · Cited by 60 · see citing works
Rolison, J. J., Morsanyi, K., & Peters, E. M. (2020) · Medical Decision Making · doi:10.1177/0272989x20904725 · Cited by 64 · see citing works
“Moreover, among young children, modifying math problems to enable high student success rates increases subsequent math performance by motivating more practice.(45) One initiative could involve using similar techniques in high school and university-level math education to improve self-evaluations and alleviate math anx…”
BackgroundElo-based learner modeling for the adaptive practice of facts
Pelánek, R., Papoušek, J., Řihák, J., Stanislav, V., & Nižnan, J. (2016) · User Modeling and User-Adapted Interaction · doi:10.1007/s11257-016-9185-7 · Cited by 57 · see citing works
Flanagan, K. M., & Einarson, J. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.16-08-0253 · Cited by 61 · see citing works
“Self-identification as a “math person” (or not) likely stems from varying degrees of confidence in mathematical abilities, confidence in ability to learn math, and experiences with math anxiety (Ashcraft, 2002; Ahmed et al., 2012; Jansen et al., 2013).”
BackgroundVanbecelaere, S., Frederik Cornillie, B., Sasanguie, D., Reynvoet, B., & Depaepe, F. (2020) · British Journal of Educational Technology · doi:10.1111/bjet.12957 · Cited by 54 · see citing works
Rossi, S., Xenidou‐Dervou, I., Şimşek, E., Artemenko, C., Daróczy, G., Nuerk, H., & Cipora, K. (2022) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.14779 · Cited by 62 · see citing works
Factors Influencing Mathematics Achievement of University Students of Social Sciences
Brezavšček, A., Jerebic, J., Rus, G., & Žnidaršič, A. (2020) · Mathematics · doi:10.3390/math8122134 · Cited by 50 · see citing works
Reducing Math Anxiety in School Children: A Systematic Review of Intervention Research
Balt, M., Börnert-Ringleb, M., & Orbach, L. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.798516 · Cited by 49 · see citing works
“Within the mathematics intervention approach computers were predominantly used to train basic arithmetic operations in primary school children (e.g., Mevarech et al., 1991; Jansen et al., 2013; Huang et al., 2014; Rauscher et al., 2017).”
BackgroundMethodInfluentialCohen, M. J., Buzinski, S. G., Armstrong-Carter, E., Clark, J. L., Buck, B., & Reuman, L. (2019) · Scholarship of Teaching and Learning in Psychology · doi:10.1037/stl0000147 · Cited by 43 · see citing works
Math Anxiety among Students in Higher Education Level
Wahid, S. N. S., Yusof, Y., & Razak, M. R. (2014) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2014.01.1419 · Cited by 48 · see citing works
Plak, S., van Klaveren, C., & Cornelisz, I. (2022) · British Journal of Educational Technology · doi:10.1111/bjet.13261 · Cited by 52 · see citing works
Benefits of adding anxiety-reducing features to a computer-based multimedia lesson on statistics
Huang, X., & Mayer, R. E. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.05.034 · Cited by 49 · see citing works
“…to relieve student anxiety doingmathematical problems, such as providing diagnostic feedback in response to student errors (Huang, Huang, & Wu, 2014), or manipulating student experience of success rate through adapting problem difficulty level based on student ability levels (Jansen et al., 2013).”
BackgroundNon-formal mechanisms in mathematical cognitive development: The case of arithmetic
Braithwaite, D. W., Goldstone, R. L., van der Maas, H. L. J., & Landy, D. H. (2016) · Cognition · doi:10.1016/j.cognition.2016.01.004 · Cited by 44 · see citing works
Mathematics and Emotions: The Case of Math Anxiety
Haase, V. G., Guimarães, A. P. L., & Wood, G. M. D. O. (2019) · Springer eBooks · doi:10.1007/978-3-319-97148-3_29 · Cited by 43 · see citing works
Learning As It Happens: A Decade of Analyzing and Shaping a Large-Scale Online Learning System
Brinkhuis, M. J. S., Savi, A. O., Hofman, A. D., Coomans, F., van der Maas, H. L. J., & Maris, G. (2018) · Journal of Learning Analytics · doi:10.18608/jla.2018.52.3 · Cited by 42 · see citing works
“Adaptive practice systems on the other hand, choose items to facilitate learning and motivation, as discussed by Veldkamp, Matteucci, and Eggen (2011) and shown by Jansen et al. (2013).”
BackgroundAdaptive Practice of Facts in Domains with Varied Prior Knowledge
Pelánek, R., Papoušek, J., & Stanislav, V. (2014) · Cited by 41 · see citing works
Pollack, C., Wilmot, D., Centanni, T. M., Halverson, K. K., Frosch, I. R., D’Mello, A. M., Romeo, R. R., Imhof, A., Capella, J., Wade, K., et al. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.704821 · Cited by 46 · see citing works
Jansen, B. R. J., Schmitz, E. A., & van der Maas, H. L. J. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00513 · Cited by 40 · see citing works
Self-citationWorry and working memory influence each other iteratively over time
Trezise, K., & Reeve, R. (2016) · Cognition & Emotion · doi:10.1080/02699931.2014.1002755 · Cited by 35 · see citing works
“This indirect effect may support the notion that deficits in cognitive abilities are responsible for poor math problem solving and associatedwith increases in MA/Worry (Jansen et al., 2013; Ma & Xu, 2004; Maloney et al., 2011).”
A Quick and Easy Strategy to Reduce Test Anxiety and Enhance Test Performance
Mavilidi, M. F., Hoogerheide, V., & PAAS, F. G. W. C. (2014) · Applied Cognitive Psychology · doi:10.1002/acp.3058 · Cited by 33 · see citing works
Mammarella, I. C., Caviola, S., Rossi, S., Patron, E., & Palomba, D. (2023) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.14982 · Cited by 39 · see citing works
Dowker, A. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.575664 · Cited by 31 · see citing works
“Longitudinal studies show that attainment in mathematics negatively predicts mathematics anxiety (Maloney and Beilock, 2012; Jansen et al., 2013), presumably because experiences of failure are aversive and experiences of success are rewarding; but mathematics anxiety also predicts reduced…”
BackgroundAlves, M., Rodrigues, C. S., Rocha, A. M. A. C., & Coutinho, C. P. (2015) · European Journal of Engineering Education · doi:10.1080/03043797.2015.1095159 · Cited by 30 · see citing works
“For instance, Jansen et al. (2013) report that gender differences in mathematics anxiety may differ between cultures and between age groups.”
BackgroundImpact of Adaptive Educational System Behaviour on Student Motivation
Papoušek, J., & Pelánek, R. (2015) · Lecture notes in computer science · doi:10.1007/978-3-319-19773-9_35 · Cited by 30 · see citing works
“Another similar research was done using Math Garden software [7].”
MethodHussein, Y. F., & Csíkos, C. (2023) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.29333/ejmste/12938 · Cited by 29 · see citing works
“Mathematics anxiety is a negative feeling of distress that arises when confronting mathematics problems (Jansen et al., 2013).”
BackgroundVariables influencing algebra performance: Understanding rational numbers is essential
Powell, S. R., Gilbert, J. K., & Fuchs, L. S. (2019) · Learning and Individual Differences · doi:10.1016/j.lindif.2019.101758 · Cited by 29 · see citing works
A psychological model explaining why we love or hate statistics
Prayoga, T., & Abraham, J. (2017) · Kasetsart Journal of Social Sciences · doi:10.1016/j.kjss.2016.08.013 · Cited by 29 · see citing works
“There might be priming of some significant events from the past that will be associated in a similar, future context (Jansen et al., 2013).”
BackgroundNg, C., Chen, Y., Wu, C., & Chang, T. (2022) · Brain and Behavior · doi:10.1002/brb3.2557 · Cited by 28 · see citing works
“In one study, Jansen et al. (2013) examined math anxiety changes of children in Grades 3 to 6 after they played an adaptive web-based computer game, Math Garden .”
BackgroundMath anxiety: Brain cortical network changes in anticipation of doing mathematics
Klados, M. A., Pandria, N., Micheloyannis, S., Margulies, D. S., & Bamidis, P. D. (2017) · International Journal of Psychophysiology · doi:10.1016/j.ijpsycho.2017.05.003 · Cited by 26 · see citing works
Should online math learning environments be tailored to individuals’ cognitive profiles?
de Mooij, S. M. M., Kirkham, N. Z., Raijmakers, M. E. J., van der Maas, H. L. J., & Dumontheil, I. (2019) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2019.104730 · Cited by 29 · see citing works
Xue, X., Wang, Y., Li, H., Gao, J., & Si, J.-W. (2021) · Current Psychology · doi:10.1007/s12144-021-02133-4 · Cited by 26 · see citing works
Math Garden: A new educational and scientific instrument
Straatemeier, M. (2014) · UvA-DARE (University of Amsterdam) · Cited by 25 · see citing works
Self-citationMeta-analysis of skill-based and therapeutic interventions to address math anxiety
Codding, R. S., Goodridge, A. E., Hill, E., Kromminga, K. R., Chehayeb, R., Volpe, R. J., & Scheman, N. (2023) · Journal of School Psychology · doi:10.1016/j.jsp.2023.101229 · Cited by 24 · see citing works
de Mooij, S. M. M., Dumontheil, I., Kirkham, N. Z., Raijmakers, M. E. J., & van der Maas, H. L. J. (2021) · Developmental Science · doi:10.1111/desc.13174 · Cited by 23 · see citing works
“…environment used for this study, children can choose not only between different types of games but also the difficulty level of the games (hard, medium and easy), which relate to the probability of solving the items correctly based on their ability (Brinkhuis et al., 2018; Jansen et al., 2013).”
Larsen, N. E., & Jang, E. E. (2021) · Canadian Journal of Science Mathematics and Technology Education · doi:10.1007/s42330-021-00181-3 · Cited by 24 · see citing works
“However, previous work has shown that students with low self-efficacy in math may be frustrated by the ambiguity in inquiry learning (Rice, 2018), and may instead benefit from the practice with algorithms offered in direct instruction (Jansen et al., 2013).”
BackgroundFishstrom, S., Wang, H., Bhat, B. H., Daniel, J., Dille, J. T., Capin, P., & Vaughn, S. (2022) · Journal of School Psychology · doi:10.1016/j.jsp.2022.03.011 · Cited by 30 · see citing works
Self-adapting the success rate when practicing math
Jansen, B. R. J., Hofman, A. D., Savi, A. O., Visser, I., & van der Maas, H. L. J. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.08.027 · Cited by 24 · see citing works
Self-citationAlanazi, H. M. N. (2020) · Multidisciplinary Journal for Education Social and Technological Sciences · doi:10.4995/muse.2020.12622 · Cited by 27 · see citing works
“The scale has been standardized for primary school populations and has adequate test/retest reliability, internal consistency, and concurrent validity (Wu et al., 2012; Jansen et al., 2013; Keshavarzi & Ahmadi, 2013; Hoorfar & Taleb, 2015).”
BackgroundMethodDesign Specifications for a Social Robot Math Tutor
Ligthart, M. E. U., de Droog, S. M., Bossema, M., Elloumi, L., Hoogland, K., Smakman, M., Hindriks, K. V., & Allouch, S. B. (2023) · ACM/IEEE International Conference on Human-Robot Interaction (HRI) · doi:10.1145/3568162.3576957 · Cited by 23 · see citing works
“12 diferent difculty levels of multiplication sums were defned ranging from 2x[2-10] to [11-100]x[11-100]3.”
BackgroundInfluentialUsing peer mentoring to reduce mathematical anxiety
Cropp, I. (2017) · Research Papers in Education · doi:10.1080/02671522.2017.1318808 · Cited by 23 · see citing works
The Effect of Anxiety on Student Achievement
Erzen, E. (2017) · Springer eBooks · doi:10.1007/978-3-319-56083-0_5 · Cited by 23 · see citing works
An Adaptive Test Analysis Based on Students' Motivation
Yoshioka, S. R. I., & Ishitani, L. (2018) · Informatics in Education · doi:10.15388/infedu.2018.20 · Cited by 23 · see citing works
“Jansen et al. (2013) studied the practice of mathematics with CAT and its benefits for anxiety, perceived competence and performance.”
BackgroundCerda, G., Pérez, C., Guzmán, J. I. N., Villagrán, M. A., Casas, J. A., & Aragón, E. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01363 · Cited by 23 · see citing works
Improving number sense in kindergarten children with low achievement in mathematics
Aragón, E., Villagrán, M. A., Guzmán, J. I. N., & Howell, R. D. (2017) · Anales de Psicología · doi:10.6018/analesps.33.2.239391 · Cited by 23 · see citing works
Effects of a videogame in math performance and anxiety in primary school
Rocha, M., & Dondio, P. (2021) · International Journal of Serious Games · doi:10.17083/ijsg.v8i3.434 · Cited by 24 · see citing works
“This clinical condition is characterised as a collection of negative feelings associated with activities involving manipulating numbers and calculations [5], [6].”
BackgroundMath anxiety relates positively to metacognitive insight into mathematical decision making
Desender, K., & Sasanguie, D. (2021) · Psychological Research · doi:10.1007/s00426-021-01511-8 · Cited by 24 · see citing works
Cerda, G., Romera, E. M., Casas, J. A., Pérez, C., & Ruiz, R. O. (2017) · Educación XX1 · doi:10.5944/educxx1.19052 · Cited by 22 · see citing works
Impact of Question Difficulty on Engagement and Learning
Papoušek, J., Stanislav, V., & Pelánek, R. (2016) · Lecture notes in computer science · doi:10.1007/978-3-319-39583-8_28 · Cited by 22 · see citing works
“These results are in contrast with previous research [2, 6], which may be due to different learning domain (procedural knowledge in mathematics vs.”
MethodResultUsing mini-games for learning multiplication and division: A longitudinal effect study
Bakker, M. (2014) · Utrecht University Repository (Utrecht University) · Cited by 23 · see citing works
Starling‐Alves, I., Wronski, M., & Hubbard, E. M. (2021) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.14715 · Cited by 21 · see citing works
A computer game for teaching and learning algebra topics at undergraduate level
García, I., & Cano, E. (2017) · Computer Applications in Engineering Education · doi:10.1002/cae.21887 · Cited by 21 · see citing works
“It is also worth noting that anxiety surrounding mathematics is also commonly associated with poor academic outcomes in the subject, low confidence regarding the ability to learn mathematics, and a negative impact in learning motivation [26].”
BackgroundMilovanović, I. Z., & Branovački, B. (2020) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-020-10066-w · Cited by 20 · see citing works
“Although gender differences in MA begin to develop in adolescence (Ganley &McGraw, 2016; Jansen et al., 2013; Young et al., 2012), the one of the additional reasons of nonexistent gender differences is based on the fact that themotivation for learning mathematics is very high in both genders and shows a low rate of va…”
BackgroundValente, M. J., Georgeson, A. R., & González, O. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.709198 · Cited by 19 · see citing works
Cognitive Analysis of Educational Games: The Number Game
van der Maas, H. L. J., & Nyamsuren, E. (2016) · Topics in Cognitive Science · doi:10.1111/tops.12231 · Cited by 19 · see citing works
Hilz, A., Guill, K., Roloff, J., Sommerhoff, D., & Aldrup, K. (2023) · Journal of Intelligence · doi:10.3390/jintelligence11060108 · Cited by 21 · see citing works
A Solution to the Measurement Problem in the Idiographic Approach Using Computer Adaptive Practicing
Hofman, A. D., Jansen, B. R. J., de Mooij, S. M. M., Stevenson, C. E., & van der Maas, H. L. J. (2018) · Journal of Intelligence · doi:10.3390/jintelligence6010014 · Cited by 18 · see citing works
Self-citationGuo, S., & Liao, S. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.829032 · Cited by 17 · see citing works
Niemivirta, M., Tapola, A., Tuominen, H., & Viljaranta, J. (2023) · British Journal of Educational Psychology · doi:10.1111/bjep.12655 · Cited by 21 · see citing works
Sánchez‐Pérez, N., Fuentes, L. J., & González-Salinas, C. (2021) · PLoS ONE · doi:10.1371/journal.pone.0255777 · Cited by 17 · see citing works
“However, a reciprocal model of MA and math performance has been suggested as the most plausible model [77].”
Motivational and Math Anxiety Perspective for Mathematical Learning and Learning Difficulties
Baten, E., Pixner, S., & Desoete, A. (2019) · Springer eBooks · doi:10.1007/978-3-319-97148-3_28 · Cited by 16 · see citing works
Schmitz, E. A., Jansen, B., Wiers, R., & Salemink, E. (2023) · Cognitive Therapy and Research · doi:10.1007/s10608-023-10390-9 · Cited by 14 · see citing works
“Adaptive online education offers possibilities to do so (Jansen et al., 2013).”
BackgroundSelf-citationLievore, R., Caviola, S., & Mammarella, I. C. (2024) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102459 · Cited by 19 · see citing works
Effekte desCalcularis-Trainings
Rauscher, L., Kohn, J., Käser, T., Kucian, K., McCaskey, U., Wyschkon, A., Moraske, S., Esser, G., & von Aster, M. (2017) · Lernen und Lernstörungen · doi:10.1024/2235-0977/a000168 · Cited by 14 · see citing works
Filtering Data for Detecting Differential Development
Brinkhuis, M. J. S., Bakker, M., & Maris, G. (2015) · Journal of Educational Measurement · doi:10.1111/jedm.12078 · Cited by 13 · see citing works
Automated Adaptation and Assessment in Serious Games: A Portable Tool for Supporting Learning
Nyamsuren, E., van der Vegt, W., & Westera, W. (2017) · Lecture notes in computer science · doi:10.1007/978-3-319-71649-7_17 · Cited by 12 · see citing works
Measuring reading anxiety in college students
Edwards, A. A., Daucourt, M. C., Hart, S. A., & Schatschneider, C. W. (2022) · Reading and Writing · doi:10.1007/s11145-022-10324-z · Cited by 12 · see citing works
“The reciprocal theory combines these directional relations into a model in which both math anxiety and math achievement are causally related in a bidirectional nature (Ashcraft & Krause, 2007; Carey et al., 2016; Jansen et al., 2013).”
BackgroundThe interplay of math anxiety and math competence for later performance
Weißgerber, S. C., Grünberg, C., Neufeld, L., Steppat, T., & Reinhard, M. (2022) · Social Psychology of Education · doi:10.1007/s11218-022-09700-y · Cited by 12 · see citing works
“, 2017): detrimental bidirectional links of (math) anxiety on poor math skills, and of poor math performance on math anxiety may form a negative feedback loop (Ashkraft et al., 2007; Field et al., 2019; Jansen et al., 2013; Pekrun, 2006).”
BackgroundEnacting control with student dashboards: The role of motivation
Campen, C. A. N. K., van der Graaf, J., Horvers, A., Kooi, R., Dijkstra, R., & Molenaar, I. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12936 · Cited by 15 · see citing works
Hilz, A., Hofman, A. D., Jansen, B. R. J., & Aldrup, K. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2025.102113 · Cited by 15 · see citing works
Self-citationMcGuire, P., Tu, S., Logue, M. E., Mason, C. A., & Ostrow, K. (2017) · Educational Media International · doi:10.1080/09523987.2017.1384161 · Cited by 11 · see citing works
“…mathematics assessments involving feedback have suggested growth in students’ learning attitudes and a positive effect on problem solving skills (Nguyen, Hsieh, & Allen, 2006), as well as heightened confidence in solving mathematics problems and reductions in math anxiety (Jansen et al., 2013).”
BackgroundWahid, S. N. S., Yusof, Y., & Nor, A. H. M. (2018) · AIP conference proceedings · doi:10.1063/1.5041710 · Cited by 11 · see citing works
Horvers, A., Kooi, R., Campen, C. A. N. K., Dijkstra, R., Baars, M., & Molenaar, I. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1435483 · Cited by 13 · see citing works
- Authors
- Jansen, B. R. J., Louwerse, J., Straatemeier, M., Van der Ven, S. H. G., Klinkenberg, S., & Van der Maas, H. L. J.
- Affiliations
- University of Amsterdam (NL)
- Corresponding author
- Jansen, Brenda R.J.
- Venue
- Learning and Individual Differences
- Publisher
- Elsevier BV
- Published
- 2013-04
- Volume
- 24
- Pages
- 190-197
- ISSN
- 1041-6080 (ISSN-L)
- OpenAlex
- W2012934300
- Cited by
- 193
- References
- 32
- Citations by year
- 2026: 4 · 2025: 9 · 2024: 19 · 2023: 18 · 2022: 22 · 2021: 17 · 2020: 15 · 2019: 23 · 2018: 12 · 2017: 18 · 2016: 11 · 2015: 13 · 2014: 10 · 2013: 1 · 2012: 1
- FWCI
- 15.80
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning and Individual Differences (publishedVersion)
- UvA-DARE (University of Amsterdam) (publishedVersion)
- UvA-DARE (University of Amsterdam) (submittedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Keywords
- mathematics anxiety, mathematics achievement, success rate, children, mathematics learning, practice effects
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
