The DOI matches its Crossref record; 41 of the 41 references it cites were found in a registry or an index; none of the 34 sources its claims cite is checked for support yet.
Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation
Open accessAbstract
The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples—young adolescent twins and adult college students—results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants’ nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
In two samples (262 adolescent twin pairs and 237 college students), math anxiety related to math performance differently depending on intrinsic math motivation: high motivation showed an inverted-U relation, while low motivation showed modest negative linear associations. This pattern held for computation/problem tasks but not for symbolic or nonsymbolic number estimation.
Key findings
- In both samples, students with high intrinsic math motivation showed an inverted-U relation between math anxiety and math performance, peaking at intermediate anxiety; students with low intrinsic math motivation showed modest negative associations across anxiety levels.
- In Study 1, after covariates, the quadratic math-anxiety term was significantly associated with Problem Verification and Calculation performance; the moderated quadratic term (MA² × MM) was significantly related to four tasks—Composing and Decomposing Numbers, Problem Verification, Calculation, and Applied Problems—but not to the Dots or Number-Line tasks. Total variance explained by predictors ranged from .02 to .25 across the six tasks.
- In Study 2, hierarchical regression found the moderated quadratic interaction between math anxiety and math motivation significantly predicted Problem Verification performance after covariates and lower-order terms; post-hoc analyses replicated the Study 1 pattern.
- In Study 1, math anxiety was negatively associated with all tasks after covariates, and math motivation was positively associated with all math tasks in the moderated models; in Study 2, math anxiety was negatively associated with math performance and math motivation positively associated with it.
Methods
- Study 1: 262 pairs of same-sex adolescent twins from the Western Reserve Reading and Math Projects, mean age 12.25 years (SD = 1.20; range = 8.75–15.33). Participants self-reported math anxiety (MARS-E), math motivation (3 items from Chiu & Zeng, 2008), and general anxiety; math cognition was assessed with six tasks (Dots, Number-Line, Composing and Decomposing Numbers, Problem Verification, WJ-III Calculation, WJ-III Applied Problems). Structural equation modeling with interchangeable dyads was used, with bootstrapping on 1000 samples.
- Study 2: 237 undergraduates (56% female; 18 excluded for technical problems or random responses), mean age 19.53 years (SD = 2.01; range = 18–39), recruited from Introductory Psychology via Qualtrics. Measures included MARS-B math anxiety, STAI trait anxiety, the same 3-item math motivation scale, and the hard items of the Problem Verification Task; hierarchical regression tested the moderated quadratic interaction.
- Math anxiety, math motivation, and general anxiety were standardized and centered before computing interaction and higher-order terms; outcome variables were standardized.
Limitations
- Stated in the paper: the findings should not be interpreted as evidence of a unidirectional causal relation between math-related emotion and math cognition, and longitudinal studies spanning multiple developmental stages are needed.
- Stated/evident in the text: the three-way interaction was complex and effect sizes were small, with affect variables adding only incremental predictive effects beyond covariates.
- Evident from the text: Study 1’s sample was 91% White and consisted of twins, and Study 2 used volunteer Introductory Psychology undergraduates, limiting generalizability; both studies were cross-sectional and relied on self-report affect measures.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
0 of 34 cited sources checked · 0 supported · 0 flagged
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Additionally, general anxiety was minimally correlated with math task performance whereas MA was modestly negatively correlated with math performance.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Additionally, general anxiety was minimally correlated with math task performance whereas MA was modestly negatively correlated with math performance.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In both samples, results showed inverted-U relations between math anxiety and math performance in students with high intrinsic math motivation, and modest negative associations between math anxiety and math performance in students with low intrinsic math motivation.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In both samples, results showed inverted-U relations between math anxiety and math performance in students with high intrinsic math motivation, and modest negative associations between math anxiety and math performance in students with low intrinsic math motivation.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, this pattern was not observed in tasks assessing student’s nonsymbolic and symbolic number estimation.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“At high levels of MM, there was an inverted-U curvilinear relation between MA and task performance.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“MM was positively associated with all math tasks.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“At high levels of MM, there was an inverted-U curvilinear relation between MA and each of these four tasks, such that performance peaked at an intermediate level of MA and decreased as levels of MA deviated from this optimal intermediate level”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“total variance (i.e., total R2) in each of the six tasks explained by this set of predictors ranged from .02 to .25”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“At low levels of MM, MA was modestly negatively associated with task performance across all levels of MA”
- Also stated in: § Results · plain
“At low levels of MM, MA was modestly negatively associated with task performance across all levels of MA.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Also stated in: § Results · plain
- Probably not a substantial claim. 31
- It may state two separate claims as one. 16
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, performance on all math tasks was positively correlated.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“MM was positively correlated with the Calculation and Applied Problems tasks, but was not correlated with performance on other math tasks.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“After controlling for the covariates, linear effects of MA and MM, and all lower-order interaction terms, the moderated quadratic term (i.e., MA2*MM) was significantly related to four math tasks but were not significantly related to the Dots and Number-Line tasks.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“after controlling for all the linear and 2-way interaction effects, the moderated quadratic interaction between MA and MM was statistically significant, and added incremental predictive effects on math performance.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“and was negatively correlated with MA.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Overall, the covariates as a set explained a major proportion of variance in these math outcome variables, whereas the main effects of MA and MM and their interactive effects together only added incremental effects in predicting math performance.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Overall, age and sex both negatively predicted task performance, indicating that younger and male participants performed better on average, with a larger effect size for the latter.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Strength:hedged· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“None of the main study variables vary as a function of age.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“general anxiety was not related to math performance.”
- Also stated in: § Results · plain
“General anxiety did not predict math performance.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Also stated in: § Results · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Sex (0 = female, 1 = male) was positively associated with performance on the Problem Verification task”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“In particular, one recent study showed that high activations in brain regions involved in motivating behaviors dampen the negative effects of high MA on math performance, suggesting that math performance not only varies as a function of MA, but also on how individuals approach math-related situations (Lyons & Beilock, 2012).”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Abstract
What the sources say
- Not checked yetcites Lyons & Beilock, 2012
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Subsequently, log transformations were performed on the skewed variables. Transformation successfully produced variables that more closely approximated normal distributions.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Two previous studies have provided some preliminary evidence suggesting facilitative effects of moderate levels of MA on math performance in adults and mathematically gifted children (Evans, 2000; Tsui & Mazzocco, 2006).”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Abstract
What the sources say
- Not checked yetcites Evans, 2000
- Not checked yetcites Tsui & Mazzocco, 2006
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
In the paper
“Number-Line Estimation Task captures individuals’ ability to represent and estimate numerical quantities spatially (Siegler & Opfer, 2003).”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Study 1 > Methods
What the sources say
- Not checked yetcites Siegler & Opfer, 2003
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Results remained essentially the same when missing data were handled using both listwise deletion and full information maximum likelihood estimation.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The linear and quadratic effects of general anxiety (i.e., general anxiety and its squared term) were entered as manifest covariates in the model for each sibling to control for the possibility that the relations between math performance and MA are due to general anxiety, not specific anxiety about math.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“This scale has adequate internal consistency with a Cronbach’s α of .71.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Study 1 > Methods
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Some highly math anxious individuals are more avoidant in math, whereas others invest more efforts and recruit more cognitive resources in math problem solving (Lyons & Beilock, 2012; Wigfield & Meece, 1988).”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Abstract
What the sources say
- Not checked yetcites Lyons & Beilock, 2012
- Not checked yetcites Wigfield & Meece, 1988
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“The Calculation subtest of the Woodcock Johnson III Tests of Achievement (Woodcock, McGraw, & Mather, 2001) is a test of mathematical computation ability.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Study 1 > Methods
What the sources say
- Not checked yetcites Woodcock, McGraw, & Mather, 2001
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“In particular, one recent study showed that high activations in brain regions involved in motivating behaviors dampen the negative effects of high MA on math performance, suggesting that math performance not only varies as a function of MA, but also on how individuals approach math-related situations (Lyons & Beilock, 2012).”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Abstract
What the sources say
- Not checked yetcites Lyons & Beilock, 2012
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“More recent studies have demonstrated that central neurochemical activities (e.g., catecholamine release and signaling) may underlie the observed curvilinear relationship between anxiety and complex cognitive performance (Arnsten, 2009; Diamond, Campbell, Park, Halonen, & Zoladz, 2007).”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Abstract
What the sources say
- Not checked yetcites Arnsten, 2009
- Not checked yetcites Diamond, Campbell, Park, Halonen, & Zoladz, 2007
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
In the paper
“Problem Verification Task was developed as a measure of math calculation fluency and metacognition (Rinne & Mazzocco, 2014). We relied on the calculation fluency component of this measure in the present study.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Study 1 > Methods
What the sources say
- Not checked yetcites Rinne & Mazzocco, 2014
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
In the paper
“To account for the biased standard errors arising from sibling non-independence, significance tests for the correlations were adjusted according to the method outlined by Griffin & Gonzalez (1995).”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
What the sources say
- Not checked yetcites Griffin & Gonzalez, 1995
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Composing and Decomposing Numbers Task (CDNT) is a timed measure of the automaticity of composing and decomposing numbers (Mazzocco & Hanich, 2010).”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Study 1 > Methods
What the sources say
- Not checked yetcites Mazzocco & Hanich, 2010
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The MARS-E has good internal consistency with a Cronbach’s α of .94.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Study 1 > Methods
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“These studies revealed that an intermediate level of stress produced optimal learning efficiency of complex tasks in rats, whereas both extremely low and high levels of stress produced poor learning efficiency (Yerkes & Dodson, 1908).”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Abstract
What the sources say
- Not checked yetcites Yerkes & Dodson, 1908
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“W-scores are obtained based on item response theory, and all scores have equal measurement intervals.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Study 1 > Methods
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“SEM with interchangeable dyads was preferred over multiple regression because the former approach was more flexible, such that it is possible to analyze data from both siblings within the same family together to enhance statistical power while controlling for biased standard errors arising from sibling non-independence at the same time (Olsen & Kenny, 2006).”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
What the sources say
- Not checked yetcites Olsen & Kenny, 2006
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
In the paper
“The Dots Task captures individual differences in the approximate number system. It measures individual’s ability to represent numerical quantities nonverbally (Halberda, Mazzocco, & Feigenson, 2008).”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Study 1 > Methods
What the sources say
- Not checked yetcites Halberda, Mazzocco, & Feigenson, 2008
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Most variables were distributed normally, with the exception of Dots task, Number-Line task, and Problem Verification task.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“At the behavioral level, a moderate level of anxiety is believed to heighten alertness and focused attention, which facilitates complex cognitive functioning, whereas high anxiety impairs performance by diverting resources away from cognitive performance.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Abstract
What the sources say
- Not checked yetcites Andreano & Cahill, 2006
- Not checked yetcites Aston-Jones, Rajkowski, & Cohen, 2000
- Not checked yetcites Mendl, 1999
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“The Applied Problems subtest of the Woodcock Johnson III Tests of Achievement (Woodcock et al., 2001) measures participant’s ability to integrate math knowledge, quantitative reasoning, and calculation skills in problem solving.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Study 1 > Methods
What the sources say
- Not checked yetcites Woodcock et al., 2001
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The Cronbach’s α for this scale is .78, indicating adequate internal consistency.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Study 1 > Methods
Strength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“This scale has adequate internal consistency with a Cronbach’s α of .94.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Study 2 (Replication Study) > Methods
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“is consistent with contemporary fMRI research that highlights the links between brain activations involved in motivating behaviors and cognitive control in improving performance in math anxious adults”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Discussion
What the sources say
- Not checked yetcites Lyons & Beilock, 2012
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Consistent with our hypothesis, an inverted-U relation between MA and math performance was observed in students who are more intrinsically motivated in math, whereas a negative linear relation was observed in those who are less motivated.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Discussion
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The Cronbach’s α for this scale is .82, indicating adequate internal consistency.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Study 2 (Replication Study) > Methods
Strength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The MARS-B has good internal consistency with a Cronbach’s α of .94.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Study 2 (Replication Study) > Methods
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The findings were consistent with results from Study 1.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“All main study variables were distributed widely and normally across their respective scales.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Results
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“we chose to focus on the 24 hard items which had wider performance variability (mean accuracy = .85, SD = .13), and was therefore a more proper measure of individual differences in math calculation fluency in college students.”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Study 2 (Replication Study) > Methods
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Eighteen participants were excluded from the analyses due to either technical problems (2) or random responses (16).”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Study 2 (Replication Study) > Methods
Strength:plain· not yet calibratedn = 18Tests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“The general cognitive literature has shown that moderate levels of anxiety help enhance focused attention and working memory whereas extremely high or low levels of anxiety are associated with insufficient cognitive resources allocated to the tasks”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Discussion
What the sources say
- Not checked yetcites Arnsten, 2009
- Not checked yetcites Diamond et al., 2007
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Importantly, this pattern was observed in the four math tasks that required generating or evaluating number combinations (i.e., CDNT, PVT, Calculations, Applied Problems), but not in the symbolic or nonsymbolic number estimation tasks (i.e., the Dots and the Number-Line tasks).”
§ Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation > Discussion
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
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?
In the citing paper
“For example, in some situations, moderate levels of stress can enhance learning by way of increasing attentional vigilance [29].”
From The neuroscience of emotion regulation development: Implications for education (2016) · cites this paper as [29]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Study 2 sex coefficient conflicts with its interpretation
MinorSex is coded 0 for female and 1 for male. A negative coefficient for sex therefore indicates lower predicted performance for males, not that males performed better.
“Overall, age and sex both negatively predicted task performance, indicating that younger and male participants performed better on average, with a larger effect size for the latter.”
“Sex (0 = female, 1 = male) was positively associated with performance on the Problem Verification task and was negatively correlated with MA.”
Citations
Cites
Multiple regression: testing and interpreting interactions
(1992) · Choice Reviews Online · doi:10.5860/choice.29-3352 · Cited by 36,647
(1970) · Cited by 24,983
The relation of strength of stimulus to rapidity of habit formation
Yerkes, R. M., & Dodson, J. D. (1908) · Journal of Comparative Neurology and Psychology · doi:10.1002/cne.920180503 · Cited by 6,911
Stress signalling pathways that impair prefrontal cortex structure and function
Arnsten, A. F. T. (2009) · Nature Reviews Neuroscience · doi:10.1038/nrn2648 · Cited by 3,299
The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N., Senécal, C. B., & Vallières, É. F. (1992) · Educational and Psychological Measurement · doi:10.1177/0013164492052004025 · Cited by 2,890
The Nature, Effects, and Relief of Mathematics Anxiety
Hembree, R. (1990) · Journal for Research in Mathematics Education · doi:10.2307/749455 · Cited by 2,249
Woodcock-Johnson III Tests of Achievement
(2012) · Springer eBooks · doi:10.1007/springerreference_180722 · Cited by 1,565
Math anxiety: personal, educational, and cognitive consequences
Ashcraft, M. H. (2002) · Current Directions in Psychological Science · doi:10.1111/1467-8721.00196 · Cited by 1,471
Individual differences in non-verbal number acuity correlate with maths achievement
Halberda, J., Mazzocco, M. M. M., & Feigenson, L. (2008) · Nature · doi:10.1038/nature07246 · Cited by 1,465
Self-citationThe Development of Numerical Estimation
Siegler, R. S., & Opfer, J. E. (2003) · Psychological Science · doi:10.1111/1467-9280.02438 · Cited by 1,107
Flagged first, then by citations
Research works printed but not linked: 2
- Bai H., 2009, Journal of Instructional Psychology, 36, 185
- Chiu L., 1990, Measurement and Evaluation in Counseling and Development, 23, 121
Cited by
Sorted by citations
Items 101–200 of 224
Individual, interpersonal and sociocultural contributors to maths anxiety in children
Retanal, F., & Maloney, E. A. (2026) · Nature Reviews Psychology · doi:10.1038/s44159-025-00519-w · Cited by 11
Guan, D., Ai, J., Gao, Y., Li, H., Huang, B., & Si, J. (2020) · Psychological Research · doi:10.1007/s00426-020-01356-7 · Cited by 9
Nonlinear and machine learning analyses on high-density EEG data of math experts and novices
Poikonen, H., Zaluska, T. J., Wang, X., Magno, M., & Kapur, M. (2023) · Scientific Reports · doi:10.1038/s41598-023-35032-8 · Cited by 9
Li, D., Liew, J., Raymond, D., & Hammond, T. (2023) · PLoS ONE · doi:10.1371/journal.pone.0292844 · Cited by 19
A biopsychological–social view of mathematical development
Szűcs, D., & Mammarella, I. C. (2023) · Current Opinion in Behavioral Sciences · doi:10.1016/j.cobeha.2023.101332 · Cited by 15
Tosto, M. G., Garon‐Carrier, G., Gross, S. I., Petrill, S. A., Malykh, S. B., Malki, K., Hart, S. A., Thompson, L. A., Karadaghi, R. L., Yakovlev, N., et al. (2018) · British Journal of Educational Psychology · doi:10.1111/bjep.12259 · Cited by 10
Self-citationThe effect of anxiety on mathematical thinking: An fMRI study on 12th-grade students
Atabek, O., Şavklıyıldız, A., Orhon, G., Çolak, Ö. H., Özdemir, A., & Şenol, U. (2021) · Learning and Motivation · doi:10.1016/j.lmot.2021.101779 · Cited by 9
Interventions to address mathematics anxiety: An overview and recommendationsPreprint
Petronzi, D., Hunt, T. E., & Sheffield, D. (2021) · PsyArXiv (OSF Preprints) · doi:10.31234/osf.io/a46eh · Cited by 13
Viegut, A. A., Stephens, A. C., & Matthews, P. G. (2024) · Investigations in Mathematics Learning · doi:10.1080/19477503.2024.2307805 · Cited by 8
van der Ven, S. H. G., Prast, E. J., & van de Weijer‐Bergsma, E. (2023) · Journal of Intelligence · doi:10.3390/jintelligence11070136 · Cited by 15
The Effect of Student–Teacher Relationships on Students’ Math Motivation Across EU Countries
Desmet, O. A., Salamanca, S. L. C., Lee, H., & Tuzgen, A. A. (2023) · Journal of Advanced Academics · doi:10.1177/1932202x231218048 · Cited by 7
Wang, Y., Zhang, J., & Mao, Y. (2024) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2024.101554 · Cited by 13
Wang, C., Li, X.-Y., & Lin, X. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-05075-5 · Cited by 12
Iyamuremye, E., & Burns, D. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2558303 · Cited by 7
Shore, Ú., & Kelleher, S. (2024) · Irish Educational Studies · doi:10.1080/03323315.2024.2352440 · Cited by 6
MATEMATİK BAŞARISINI ETKİLEYEN BAZI FAKTÖRLERİN YORDAMA GÜCÜNÜN YAPAY SİNİR AĞLARI İLE BELİRLENMESİ
Inal, H., & Turabik, T. (2017) · Uşak üniversitesi eğitim araştırmaları dergisi/Uşak Üniversitesi eğitim araştırmaları dergisi · doi:10.29065/usakead.287754 · Cited by 6
Supporting secondary students' perseverance for solving challenging mathematics tasks
DiNapoli, J. (2024) · Library, Museums and Press - UDSpace (University of Delaware) · doi:10.58088/cj4b-zr82 · Cited by 7
Meylani, R. (2024) · Journal of Qualitative Research in Education · doi:10.14689/enad.40.1966 · Cited by 5
STEM Based Learning to Overcome Math Anxiety
Aosi, G., Metrianis, & Rifma (2019) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1387/1/012053 · Cited by 5
Sikap Siswa terhadap STEM : Hubungannya dengan Hasil Belajar Kognitif dalam Pembelajaran IPA
Pambayun, P. P., & Shofiyah, N. (2023) · Jurnal Paedagogy · doi:10.33394/jp.v10i2.6313 · Cited by 5
Wang, Y., Han, L., Yang, T., & Ma, Y. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1413899 · Cited by 8
Not all Elementary School Teachers are Scared of Math
Artemenko, C., Masson, N., Georges, C., Nuerk, H., & Cipora, K. (2021) · doi:10.23668/psycharchives.4766 · Cited by 5
The complex pathways toward the development of math anxiety and links with achievements
Cohen, L. D., & Rubinsten, O. (2021) · Elsevier eBooks · doi:10.1016/b978-0-12-817414-2.00003-8 · Cited by 5
He, Y. (2021) · Complexity · doi:10.1155/2021/4960893 · Cited by 5
RetractedCueli, M., Núñez, J. C., García, T., Abín, A., & Rodríguez, C. (2023) · The Journal of Experimental Education · doi:10.1080/00220973.2023.2223539 · Cited by 10
The Relation Between Soft Skills and Arithmetic Performance
Feraco, T., Mammarella, I. C., & Meneghetti, C. (2024) · The Journal of Experimental Education · doi:10.1080/00220973.2024.2364621 · Cited by 7
Mathematics anxiety: Effects of age, gender and culture
Dowker, A. (2026) · British Journal of Educational Psychology · doi:10.1111/bjep.70057 · Cited by 9
Factores que explican la ansiedad hacia las matemáticas en estudiantes de Economía en México
Larracilla-Salazar, N., Moreno-García, E., & García-Santıllán, A. (2019) · Investigación Administrativa · doi:10.35426/iav48n124.04 · Cited by 4
Ansiedade Matemática em Professores Brasileiros
França, A. L. B. C., & Dorneles, B. V. (2021) · Educação Matemática em Revista · doi:10.37001/emr.v26i73.2698 · Cited by 4
Turgut, S., & Uğurlu, M. (2024) · Psychology in the Schools · doi:10.1002/pits.23141 · Cited by 4
Psychometric properties of abbreviated math anxiety scale in Russian high schoolers
Marakshina, J. A., Pavlova, A. A., Ismatullina, V. I., Lobaskova, M. M., Adamovich, T., Mironets, S. A., Sitnikova, M. A., & Malykh, S. B. (2024) · Бюллетень Восточно-Сибирского научного центра Сибирского отделения Российской академии медицинских наук · doi:10.29413/abs.2024-9.1.16 · Cited by 4
Lunardon, M., Cerni, T., & Rumiati, R. I. (2024) · The Journal of Psychology · doi:10.1080/00223980.2024.2352706 · Cited by 7
Asanjarani, F., Arif, A., Rashidi, B., & Bolghan‐Abadi, M. (2024) · Educational Research and Evaluation · doi:10.1080/13803611.2024.2348084 · Cited by 8
Cognitive, affective and sociological predictors of school performance in mathematics
Svraka, B., Lasker, J., & Ujma, P. P. (2024) · Scientific Reports · doi:10.1038/s41598-024-77904-7 · Cited by 10
Ober, T. M., Brodersen, A. S., Rebouças-Ju, D., Hong, M. R., Carter, M. F., Liu, C., & Cheng, Y. (2022) · Journal for STEM Education Research · doi:10.1007/s41979-022-00076-4 · Cited by 5
Math Anxiety: The Influence of Teaching Strategies and Teachers’ Attitude
Zhang, S. (2022) · doi:10.2991/978-2-494069-13-8_27 · Cited by 4
Azizan, F. L., Rahim, N. F., Siaw, E. S., Ghani, K. B. A., & Sathasivam, S. (2021) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2022.12.2.1600 · Cited by 4
Kusmaryono, I., Ubaidah, N., & Basir, M. A. (2022) · European Journal of Educational Research · doi:10.12973/eu-jer.11.3.1683 · Cited by 4
Zhang, K., & Zhou, J. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1329570 · Cited by 5
Likhanov, M. V., Alenina, E. A., Bloniewski, T., Xinlin, Z., & Kovas, Y. V. (2026) · PsyCh Journal · doi:10.1002/pchj.70088 · Cited by 11
Self-citationRikoon, S. H. (2020) · ETS Research Report Series · doi:10.1002/ets2.12308 · Cited by 3
Characterization of Anxiety Towards Mathematics in Middle School Students: Empirical Evidence
García-Santıllán, A., Navarro-Ibarra, L. A., & Tejada-Peña, E. (2022) · TEM Journal · doi:10.18421/tem111-32 · Cited by 3
Ansiedade matemática: Uma visão global acerca da sua origem, impacto e possíveis intervenções
Simões, I., & da Silva, J. T. (2022) · Revista de Estudios e Investigación en Psicología y Educación · doi:10.17979/reipe.2022.9.1.8691 · Cited by 3
Academic Anxiety among Primary School Students
Rathod, R. R., & Chauhan, D. (2023) · Journal of General Education and Humanities · doi:10.58421/gehu.v2i3.91 · Cited by 3
Galeano, L., & Gredebäck, G. (2024) · Cognitive Science · doi:10.1111/cogs.13493 · Cited by 3
Santos, F. H., Hunt, T. E., & Ansari, D. (2025) · Elsevier eBooks · doi:10.1016/b978-0-443-22224-5.00005-9 · Cited by 3
The Role of Mathematical and Trait Anxiety in Mental Fatigue: an EEG Investigation
Zhban, E. S., Likhanov, M. V., Zakharov, I., Bezrukova, E. M., & Malykh, S. B. (2018) · Psychology in Russia State of Art · doi:10.11621/pir.2018.0406 · Cited by 3
ÖZTOP, F., & TOPTAŞ, B. (2022) · İnönü Üniversitesi Eğitim Fakültesi Dergisi · doi:10.17679/inuefd.1148039 · Cited by 3
Zavareh, S. E. R. T., Bagheri, N., & Sabet, M. (2022) · Iranian Evolutionary Educational Psychology Journal · doi:10.52547/ieepj.4.3.410 · Cited by 3
Kelz, J., & Krammer, G. (2024) · European Journal of Psychology of Education · doi:10.1007/s10212-024-00836-3 · Cited by 3
Carvalho, M. R. S., de Carvalho, A. H. B., Paiva, G. M., Jorge, C. D. C. A., Santos, F. C. D., Koltermann, G., de Salles, J. F., Moeller, K., Wood, G. M. D. O., & Haase, V. G. (2022) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.14814 · Cited by 4
Does happiness raise test scores – does fear lower them – experimental evidence
Noussair, C., & Seaback, K. (2023) · Journal of Economic Studies · doi:10.1108/jes-10-2022-0530 · Cited by 1
Susada, B. L. (2024) · The Palawan Scientist · doi:10.69721/tps.j.2025.17.1.02 · Cited by 4
Demirci, S. Ç., Kul, Ü., & Korkmaz, S. (2026) · Behavioral Sciences · doi:10.3390/bs16050733 · Cited by 2
Math anxiety – When the emotional brain paralyzes the thinking brain
Shakmaeva, A. (2022) · Kwartalnik Pedagogiczny · doi:10.31338/2657-6007.kp.2022-2.8 · Cited by 3
Distributed practice and time pressure interact to affect learning and retention of arithmetic facts
Jazbutis, O. R., Wiseheart, M., Radvansky, G. A., & McNeil, N. M. (2023) · Journal of Numerical Cognition · doi:10.5964/jnc.7721 · Cited by 2
Kilp-Kabel, T., & Mädamürk, K. (2024) · European Journal of Psychology of Education · doi:10.1007/s10212-024-00928-0 · Cited by 2
Unlocking the secrets of mathematics performance
Weinhandl, R., Mayerhofer, M., Große, C. S., & Helm, C. (2025) · Research in Mathematics · doi:10.1080/27684830.2025.2450862 · Cited by 2
Improving the Replicability of Psychological Science Through PedagogyPreprint
Frank, M. C. (2016) · doi:10.31234/osf.io/p73he · Cited by 2
Motywacja do uczenia się a lęk przed matematyką w klasach starszych szkoły podstawowej
Oszwa, U., & Chmiel, G. (2017) · Annales Universitatis Mariae Curie-Skłodowska sectio J – Paedagogia-Psychologia · doi:10.17951/j.2016.29.3.103 · Cited by 1
Anxiety To Mathematics And Its Relationship With Mathematical Learning
Viver, G. J. C. (2021) · The European Proceedings of Social & Behavioural Sciences · doi:10.15405/epsbs.2021.06.7 · Cited by 1
Arithmetic operations without symbols are unimpaired in adults with math anxiety
Zaleznik, E., Comeau, O., & Park, J. (2022) · Quarterly Journal of Experimental Psychology · doi:10.1177/17470218221113555 · Cited by 1
Mielicki, M. K., Mbarki, R., & Wang, J. J. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1175591 · Cited by 1
Palmwood, E. N. (2024) · Journal of the Scholarship of Teaching and Learning · doi:10.14434/josotl.v24i1.34930 · Cited by 1
An integrated approach to understanding negative math experiences
Grabowska, A. A., Daker, R. J., Ho, K., & Lyons, I. M. (2025) · Psychological Research · doi:10.1007/s00426-025-02096-2 · Cited by 2
Self-citationPeteros, E. D. L., Tandoc, L. B., Palapar, M. H., Adlaw, R. C., & Fuentes, C. M. (2025) · STEM Education · doi:10.3934/steme.2025041 · Cited by 6
Orbach, L., Silva, E. D. O., & de Salles, J. F. (2025) · Review of Education · doi:10.1002/rev3.70106 · Cited by 1
Geng, Z., Huang, R., Zeng, B., & Huang, J. (2026) · European Journal of Psychology of Education · doi:10.1007/s10212-025-01062-1 · Cited by 1
HUANG, M. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.106475 · Cited by 1
Orbach, L., Schmitz, F., Fritz, A., & Willmes, K. (2026) · Frontiers in Child and Adolescent Psychiatry · doi:10.3389/frcha.2026.1778068 · Cited by 1
Heller, F., Popp, C., Ziegler, A., & Stoeger, H. (2026) · International Journal of STEM Education · doi:10.1186/s40594-026-00619-w · Cited by 1
Islam, S., Iqbal, D., Saha, M., & Saha, G. (2026) · PLoS ONE · doi:10.1371/journal.pone.0351626
The Effects of Autonomy-based Instruction on Motivation to Learn and Academic Performance
Stone, M. (2022) · Digital Archive @ GSU · doi:10.57709/13471605 · Cited by 2
Lohbeck, A. (2020) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000289 · Cited by 2
Sipniewski, S. (2020) · CORE Scholar (Wright State University) · Cited by 1
Persepsi Kebimbangan dan Efikasi Kendiri Murid Sekolah Rendah dalam Pembelajaran Matematik
Muner, N. S., & Rosli, R. (2023) · Malaysian Journal of Social Sciences and Humanities (MJSSH) · doi:10.47405/mjssh.v8i2.2147 · Cited by 1
The Relationship between Mathematics Score and Mathematics Anxiety among Biology Education Students
Tanujaya, B., & Mumu, J. (2022) · Formatif Jurnal Ilmiah Pendidikan MIPA · doi:10.30998/formatif.v12i1.10435 · Cited by 1
WORKSHOP HAPPINESS LEARNING DAN KECEMASAN MATEMATIKA GENERASI DIGITAL PADA TATANAN KEHIDUPAN BARU
Coesamin, M., Yunarti, T., Agnesa, T., & Setiawati, S. (2021) · Ruang Pengabdian Jurnal Pengabdian Kepada Masyarakat · doi:10.23960/rp/v1i2.hal.96-99 · Cited by 1
Iriyadi, D., Asdar, A. K., Afriadi, B., Samad, M. A., & Syaputra, Y. D. (2024) · International Journal of Evaluation and Research in Education (IJERE) · doi:10.11591/ijere.v13i2.26517 · Cited by 8
Lee, Y. (2025) · The International Journal of Management Education · doi:10.1016/j.ijme.2025.101269 · Cited by 3
Álvarez-Montesinos, J. A., Costa, H. M., & García-Orza, J. (2018) · Escritos de Psicología / Psychological Writings · doi:10.5231/psy.writ.2018.221 · Cited by 1
The impact of self-efficacy in mathematics on urban high school graduates' math performance
Benaoui, M. (2016) · Digital Repository Service (Northeastern University) · doi:10.17760/d20220841 · Cited by 1
Non-cognitive factors of educational achievement: motivation and anxiety
Malanchini, M. (2017) · Goldsmiths (University of London) · doi:10.25602/gold.00020168 · Cited by 1
Strategies for Remediating the Impact of Math Anxiety on High School Math PerformancePreprint
Pizzie, R. G., & Kraemer, D. (2017) · doi:10.31234/osf.io/ye526 · Cited by 1
An Exploratory Study of Mathematics Anxiety in Caribbean Preservice Teachers
Hong, F. A.-C. (2021) · doi:10.32597/dissertations/1758 · Cited by 1
It’s not what you think: Perceptions regarding the usefulness of mathematics may hinder performance
Espinosa, A. (2018) · Journal of Numerical Cognition · doi:10.5964/jnc.v4i1.81 · Cited by 1
Gareau, A. (2018) · uO Research (University of Ottawa) · doi:10.20381/ruor-22840
Students’ perception on learning mathematic during the time of covid 19
Nasution, M. D., & Ahmad, A. (2021) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1778/1/012036
Reconceptualizing Symbolic Magnitude Estimation Training Using Non-declarative Learning Techniques
Graham, E. N., & Was, C. A. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.638004
Eronen, L., Portaankorva-Koivisto, P., & Hietalahti, K. (2021) · LUMAT International Journal on Math Science and Technology Education · doi:10.31129/lumat.9.1.1463 · Cited by 1
Exploring the Relationship Between Math Anxiety, Working Memory, and Experiences
Duncan, L. M., High, K. A., Byrne, K. A., & White, R. A. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--37157
Stella, M. (2021) · arXiv (Cornell University) · doi:10.48550/arxiv.2108.13800
Sabnani, H. L. (2022) · doi:10.17760/d20439280
Cognitive and Affective Factors in Relation to Learning
(2022) · Frontiers research topics · doi:10.3389/978-2-83250-498-7 · Cited by 1
Colomeischi, A. A., & Colomeischi, T. (2023) · Revista Romaneasca pentru Educatie Multidimensionala · doi:10.18662/rrem/15.2/729 · Cited by 1
Song, Y. (2023) · Advances in Education Humanities and Social Science Research · doi:10.56028/aehssr.5.1.264.2023
STUDI LITERATUR: PENILAIAN PEMBELAJARAN MATEMATIKA YANG MENDUKUNG KEMAMPUAN BERPIKIR KREATIF
Ndolu, S. W., & Lalang, A. R. (2023) · Journal of Character and Elementary Education · doi:10.35508/jocee.v1i2.10015
Korelasi Kecemasan Matematika dan Self-Efficacy Siswa Pada Pembelajaran Matematika
Pertiwi, M. (2023) · Prosiding Seminar Pendidikan Matematika dan Matematika · doi:10.21831/pspmm.v7i1.290
Metadata
- Authors
- Wang, Z., Lukowski, S. L., Hart, S. A., Lyons, I. M., Thompson, L. A., Kovas, Y., Mazzocco, M. M. M., Plomin, R., & Petrill, S. A.
- Affiliations
- Virginia Tech (US)
- The Ohio State University (US)
- Florida State University (US)
- Western University (CA)
- Case Western Reserve University (US)
- King's College London (GB)
- University of Minnesota (US)
- Corresponding author
- Wang, Zhe
- ORCID
- Venue
- Psychological Science
- Publisher
- SAGE Publications
- Published
- 2015-10-30
- Volume
- 26
- Issue
- 12
- Pages
- 1863-1876
- ISSN
- 0956-7976 (ISSN-L)
- 1467-9280
- PMC
- PMC4679544
- OpenAlex
- W2262152752
- Cited by
- 225
- References
- 41
- Citations by year
- 2026: 22 · 2025: 13 · 2024: 30 · 2023: 31 · 2022: 31 · 2021: 33 · 2020: 18 · 2019: 10 · 2018: 18 · 2017: 12 · 2016: 7
- FWCI
- 18.58
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Psychological Science (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Research Portal (King's College London) (submittedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (HD038075, R01HD068728, R01HD059215, R01HD038075, R24HD075460, HD075460, HD059215)
- 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 › Education › Mathematics Education and Pedagogy
- Keywords
- mathematics anxiety, math motivation, intrinsic motivation, mathematics achievement, curvilinear relationship, inverted U-shaped relationship, numerical estimation, non-symbolic number processing, symbolic number processing, emotion-cognition interaction, mathematics learning, adolescents, university students
- MeSH terms
- Achievement, Adolescent, Adult, Anxiety, Child, Emotions, Female, Humans, Male, Mathematics, Problem Solving, Regression Analysis, Students, Comprehension, Young Adult
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.
A language model drew the claims from the paper on 2026-10-10, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-10 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
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
