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Cited by 456Education, Achievement, and GiftednessCognitive and developmental aspects of mathematical skillsAnxiety, Depression, Psychometrics, Treatment, Cognitive Processes

Spotlight on math anxiety

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Luttenberger, Silke, Wimmer, Sigrid, Paechter, Manuela·2018·Psychology Research and Behavior Management
DOI 10.2147/prbm.s141421PMC PMC6087017
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Abstract

Anxiety disorders are some of the most widespread mental health issues worldwide. In educational settings, individuals may suffer from specific forms of test and performance anxiety that are connected to a knowledge domain. Unquestionably, the most prominent of these is math anxiety. Math anxiety is a widespread problem for all ages across the globe. In the international assessments of the Programme for International Student Assessment (PISA) studies, a majority of adolescents report worry and tension in math classes and when doing math. To understand how math anxiety takes effect, it has to be regarded as a variable within an ensemble of interacting variables. There are antecedents that facilitate the development of math anxiety. They concern environmental factors such as teachers' and parents' attitudes toward their students' and children's ability in math, societal stereotypes (eg, on females' math abilities), or personal factors such as traits or gender. These antecedents influence a number of variables that are important in learning processes. Math anxiety interacts with variables such as self-efficacy or motivation in math, which can intensify or counteract math anxiety. Outcomes of math anxiety concern not only performance in math-related situations, they can also have long-term effects that involve efficient (or not-so-efficient) learning as well as course and even vocational choices. How can math anxiety be counteracted? A first step lies in its correct diagnosis. Questionnaires for the assessment of math anxiety exist for all age groups, starting at primary education level. Help against math anxiety can be offered on different levels: by educational institutions, by teachers and a change in instructional approaches, by parents, or by the affected person. However, much more research is needed to develop effective measures against math anxiety that are tailored to an individual's characteristics and needs.

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  • Educational interventions that strengthen foundational mathematical knowledge and improve students' confidence before entering professional coursework may help reduce mathematics anxiety and enhance academic preparedness.

    “Educational interventions that strengthen foundational mathematical knowledge and improve students’ confidence before entering professional coursework may help reduce mathematics anxiety and enhance academic preparedness [23].”

    From A Descriptive Website Review of Publicized PharmD Pre-Matriculation Programs (2026) · cites this paper as [23]

    The Introduction’s “Implications for practice” section describes introductory math courses for freshmen as a way institutions attempt to reduce math anxiety, and says that a positive math self-concept should be paired with improved knowledge and achievement. It does not specifically address interventions before professional coursework or establish that they enhance preparedness for that coursework. Page numbers were not available in our copy. (LLM, conf=0.85)

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  • Students experiencing mathematics anxiety are more likely to avoid quantitative tasks, demonstrate lower self-efficacy, and devote cognitive resources to anxiety rather than problem-solving, ultimately impairing mathematical performance.

    “Students experiencing mathematics anxiety are more likely to avoid quantitative tasks, demonstrate lower self-efficacy, and devote cognitive resources to anxiety rather than problem-solving, ultimately impairing mathematical performance [23].”

    From A Descriptive Website Review of Publicized PharmD Pre-Matriculation Programs (2026) · cites this paper as [23]

  • Mathematics anxiety can negatively affect learning, confidence, and academic achievement.

    “Mathematics anxiety has been described as feelings of tension, apprehension, or fear that interfere with mathematical performance and can negatively affect learning, confidence, and academic achievement [22,23].”

    From A Descriptive Website Review of Publicized PharmD Pre-Matriculation Programs (2026) · cites this paper as [23]

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Authors
Luttenberger, S., Wimmer, S., & Paechter, M.
Affiliations
  • University of Teacher Education Styria (AT)
  • University of Graz (AT)
Corresponding author
Paechter, Manuela
ORCID
Venue
Psychology Research and Behavior Management
Publisher
Informa UK Limited
Published
2018-08
Volume
Volume 11
Pages
311-322
ISSN
1179-1578 (ISSN-L)
DOI
10.2147/prbm.s141421
PMC
PMC6087017
OpenAlex
W2887391527
Cited by
456
References
6
Citations by year
2026: 88 · 2025: 99 · 2024: 81 · 2023: 65 · 2022: 49 · 2021: 42 · 2020: 20 · 2019: 10 · 2018: 2
FWCI
2.78
Type
journal article
Language
en
Open access
Licence
Locations
  • Psychology Research and Behavior Management (publishedVersion, cc-by-nc)
  • Europe PMC (PubMed Central) (publishedVersion, cc-by-nc)
  • PubMed Central (publishedVersion, cc-by-nc)
  • PubMed (publishedVersion)
  • Dove Medical Press (Taylor and Francis Group) (acceptedVersion, other-oa)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
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
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
Keywords
mathematics anxiety, test anxiety, performance anxiety, gender stereotypes, self-efficacy, math motivation, mathematics achievement, PISA, intervention strategies, career choice

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