The DOI matches its Crossref record.
Math anxiety, self-centeredness, and dispositional mindfulness.
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“Various research has also demonstrated that mindfulness is beneficial to specific types of anxiety, such as social anxiety32 and math anxiety33.”
From Rational thinking as a mediator of the relationship between mindfulness and dental anxiety (2023) · cites this paper as [33]
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Guo, L. (2024) · Mindfulness · doi:10.1007/s12671-024-02395-6 · Cited by 21
“In the reverse line, decentering was negatively related to depressive symptoms (e.g., Linares et al., 2016) and math anxiety among undergraduate students (e.g., David et al., 2022).”
Nzeadibe, A. C., Egara, F. O., Eseadi, C., & Chukwuorji, J. C. (2023) · Journal of Psychologists and Counsellors in Schools · doi:10.1177/20556365231207248 · Cited by 17
“Maladaptive appraisal of mathematics learning experiences, which was suggested as a main cause of mathematics anxiety, is closely linked to maladaptive self-centeredness and dispositional mindfulness (David et al., 2022).”
BackgroundEshet, Y., Grinautski, K., & Steinberger, P. (2024) · International Journal for Educational Integrity · doi:10.1007/s40979-024-00151-w · Cited by 12
“Therefore, based on the current research results, we recommend implementing mindfulness training in academic institutions to reduce students’ anxieties (David et al. 2022), specifically in compulsory statistics courses.”
Rational thinking as a mediator of the relationship between mindfulness and dental anxiety
Yao, J., Carciofo, R., & Pan, L. (2023) · Scientific Reports · doi:10.1038/s41598-023-28879-4 · Cited by 8
Fernández-Blanco, A., Rojas‐Barahona, C. A., Dib, M. N., & Orbach, L. (2023) · Current Psychology · doi:10.1007/s12144-023-05032-y · Cited by 7
“Unhappi-ness or sadness and worry have been defined as being linked to mathematical self-concept (David et al., 2022), and it is suggested that they lead to avoidance behaviors towards a mathematical situation.”
Metadata
- Authors
- David, A., Rubinsten, O., & Berkovich-Ohana, A.
- Venue
- Journal of Educational Psychology
- Published
- 2022-02
- Volume
- 114
- Issue
- 2
- Pages
- 393-407
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W3213157103
- Cited by
- 13
- References
- 0
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 3 · 2023: 5
- FWCI
- 1.93
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Funders
- Bial Foundation (45069)
- Foundational Questions Institute (FQXi-RFP-CPW-2004)
- Fetzer Franklin Fund
- Silicon Valley Community Foundation
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Keywords
- mathematics anxiety, self-centeredness, trait mindfulness, mathematics learning, self-regulation
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