Appraisals of previous maths experiences play an important role in maths anxiety
Journal article
Hunt, T. E and Maloney, E. A 2022. Appraisals of previous maths experiences play an important role in maths anxiety. Annals of the New York Academy of Sciences. pp. 1-12. https://doi.org/10.1111/nyas.14805
| Authors | Hunt, T. E and Maloney, E. A |
|---|---|
| Abstract | Maths anxiety affects many people, from young children through to older adults. Whilst there has been debate concerning the developmental trajectory of maths anxiety and negative maths attitudes, little attention has been given to the role of appraisals of previous maths experiences. We surveyed 308 adults (mean age = 27.56 years, SD = 11.25) and assessed self-reported measures of maths anxiety, mathematical resilience, maths attitudes, and appraisal of previous maths experiences. As hypothesised, all variables were found to be interrelated. Maths anxiety was significantly negatively related to appraisal of previous maths experiences, mathematical resilience and maths attitudes. Moreover, appraisal of previous maths experiences was shown to mediate the relations between i) maths anxiety and maths attitudes, and ii) mathematical resilience and maths attitudes. The findings demonstrate the importance of considering current appraisals of previous maths experiences and are consistent with an interpretation account of maths anxiety. This may help inform cognitive based interventions that focus on one’s interpretation of past events to support current and future maths learning and engagement. |
| Keywords | maths anxiety; maths attitudes; mathematical resilience; appraisal; interpretation account |
| Year | 2022 |
| Journal | Annals of the New York Academy of Sciences |
| Journal citation | pp. 1-12 |
| Publisher | Wiley |
| ISSN | 1749-6632 |
| Digital Object Identifier (DOI) | https://doi.org/10.1111/nyas.14805 |
| Web address (URL) | https://nyaspubs.onlinelibrary.wiley.com/doi/10.1111/nyas.14805 |
| Publisher's version | License File Access Level Open |
| Output status | Published |
| Publication dates | |
| Online | 06 Jun 2022 |
| Publication process dates | |
| Accepted | 03 May 2022 |
| Deposited | 17 Oct 2022 |
Permalink -
https://repository.derby.ac.uk/item/9709y/appraisals-of-previous-maths-experiences-play-an-important-role-in-maths-anxiety
Download files
120
total views67
total downloads1
views this month3
downloads this month
Export as
Related outputs
Recognising and measuring mathematics anxiety and resilience.
Hunt, T. and Petronzi, D. 2024. Recognising and measuring mathematics anxiety and resilience. in: Johnston-Wilder, S. and Lee, C. (ed.) The Mathematical Resilience Book: How Everyone Can Progress in Mathematics London Routledge. pp. 1-15Measuring categorisation in pre-school children: new toolkit, new insights
Owen, K., Barnes, C., Hunt, T. and Sheffield, D. 2023. Measuring categorisation in pre-school children: new toolkit, new insights. Journal of Human Growth and Development. 33 (2), pp. 184-193. https://doi.org/10.36311/jhgd.v33.14750Relations between math achievement, math anxiety, and the quality of parent–child interactions while solving math problems
DiStefano, M., Retanal, F., Bureau, J-F., Hunt, T., Lafay, A., Osana, H., Trepiak, P., Xu, C., Lefevre, J-A. and Maloney, E. A. 2023. Relations between math achievement, math anxiety, and the quality of parent–child interactions while solving math problems. Education Sciences. 13 (3), pp. 1-18. https://doi.org/10.3390/educsci13030307Data from an International Multi-Centre Study of Statistics and Mathematics Anxieties and Related Variables in University Students (the SMARVUS Dataset)
Terry, J., Ross, R. M., Nagy, T., Salgado, M., Garrido-Vasquez, P., Sarfo, J. O., Cooper, S., Buttner, A. C., Lima, T. J. S., Ozturk, I., Akay, N., Santos, F. H., Artemenko, C., Copping, L. T., Elsherif, M. M., Milovanovic, I., Cribbie, R. A., Drushlyak, M. G., Swainston, K., Shou, Y., Leongomez, J. D., Palena, N., Abidin, F. A., Reyes-Rodriguez, M. F., He, Y., Abraham, J., Vatakis, A., Jankowsky, K., Schmidt, S. N. L., Grimm, E., Gonzalez, D., Schmid, P., Ferreira, R. A., Rozgonjuk, D., Ozhan, N., O'Connor, P. A., Zsido, A. N., Stiglic, G., Rhodes, D., Rodriguez, C., Ropovik, I., Enea, V., Nurwanti, R., Estudillo, A. J., Beribisky, N., Himawan, K. K., Geven, L. M., van Hoogmoed, A. H., Bret, A., Chapman, J. E., Alter, U., Flack, T. R., Hanna, D., Soltanlou, M., Banik. G., Adamkovic, M., van der Ven, S. H. G., Mosbacher, J. A., Sen, H. H., Anderson, J. R., Batashvili, M., de Groot, K., Parker, M. O., Helmy, M., Ostroha, M. M., Gilligan-Lee, K. A., Egara, F. O., Barwood, M. J., Thomas, K., McMahon, G., Griffin, S. M., Nuerk, H-G., Counsell, A., Lindemann, O., Van Rooy, D., Wege, T. E., Lewis, J. E., Aczel, B., Mohoghan, C., Al-Hoorie, A. H., Huber, J. F., Yapan, S., Garrido- Vásquez, M. E., Callea, A., Ergiyen, T., Clay, J., Mertens, G., Topçu, F., Tutlu, M., Täht, K., Mikkor, K., Caso, L., Karner, A., Storm, M. M. C., Daroczy, G., Zein, R. A., Greco, A., Buchanan, E. M., Schmid, K., Hunt, T., De keersmaecker, J., Branney, P. E., Randell, J., Clark, O. J., Steltenpohl, C. N., Malu, B., Tekeş, B., Ramis, T., Agrigoroaei,, S., Badcock, N., McAloney-Kocaman, K., Semenikhina, O. V., Graf, E. W., Lea, C., Guppy, F. M., Warhurst, A. C., Lindsay, S., Al Khateeb, A., Scharnowski, F., de Kwaadsteniet, L. F., Francis, K. B., Lecompte, M., Webster, L. A. D., Morsanyi, K., Forwood, S. E., Walters, E. R., Tip, L. K., Wagge, J. R., Lai, H. Y., Crossland, D. S., Darda, K. M., Flack, Z. M., Leviston, Z., Brolly, M., Hills, S. P., Collins, E., Roberts, A. J., Cheung, W., Leonard, S., Verschuere, B., Stanley, S. K., Xenidou-Dervou, I., Ghasemi, O., Liew, T., Ansari, D., Guilaran, J., Penny, S. G., Bahnmueller, J., Hand, C. J., Rahajeng, U. W., Peterburg, D., Takacs, Z. K., Platow, M. J and Field, A. P. 2022. Data from an International Multi-Centre Study of Statistics and Mathematics Anxieties and Related Variables in University Students (the SMARVUS Dataset). Journal of Open Psychology Data . 11 (1), pp. 1-25. https://doi.org/10.5334/jopd.80An exploration of primary school teachers’ maths anxiety using interpretative phenomenological analysis
Dove, Jane, Montague, Jane and Hunt, Thomas, E 2021. An exploration of primary school teachers’ maths anxiety using interpretative phenomenological analysis. International Online Journal of Primary Education.
Parent-child mathematics affect as predictors of children's mathematics achievement
Sari, Mehmet Hari and Hunt, Thomas 2020. Parent-child mathematics affect as predictors of children's mathematics achievement. International Online Journal of Primary Education.An English version of the mathematics teaching anxiety scale
Hunt, Thomas E. and SARI, Mehmet Hayri 2019. An English version of the mathematics teaching anxiety scale. International Journal of Assessment Tools in Education. https://doi.org/10.21449/ijate.615640Assessing Domain Specificity in the Measurement of Mathematics Calculation Anxiety
Hunt, Thomas E., Bagdasar, Ovidiu, Sheffield, David and Schofield, M. 2019. Assessing Domain Specificity in the Measurement of Mathematics Calculation Anxiety. Education Research International. 2019, pp. 1-7. https://doi.org/10.1155/2019/7412193Acquisition, development and maintenance of maths anxiety in young children
Petronzi, D., Staples, Paul, Sheffield, David and Hunt, Thomas 2019. Acquisition, development and maintenance of maths anxiety in young children. in: Routledge.Further development of the Children’s Mathematics Anxiety Scale UK (CMAS-UK) for ages 4–7 years
Petronzi, D., Staples, Paul, Sheffield, David, Hunt, Thomas E. and Fitton-Wilde, Sandra 2018. Further development of the Children’s Mathematics Anxiety Scale UK (CMAS-UK) for ages 4–7 years. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-018-9860-1Mental arithmetic performance, physiological reactivity and mathematics anxiety amongst U.K. primary school children
Hunt, Thomas E., Bhardwa, Janki and Sheffield, David 2017. Mental arithmetic performance, physiological reactivity and mathematics anxiety amongst U.K. primary school children. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2017.03.016Endogenous and Exogenous Time Pressure: Interactions with Mathematics Anxiety in Explaining Arithmetic Performance
Hunt, Thomas E. and Sandhu, Kaljit K. 2017. Endogenous and Exogenous Time Pressure: Interactions with Mathematics Anxiety in Explaining Arithmetic Performance. International Journal for Educational Research. https://doi.org/10.1016/j.ijer.2017.01.005Slower is not always better: Response-time evidence clarifies the limited role of miserly information processing in the Cognitive Reflection Test
Stupple, Edward J. N., Pitchford, Melanie, Ball, Linden J., Hunt, Thomas E. and Steel, Richard 2017. Slower is not always better: Response-time evidence clarifies the limited role of miserly information processing in the Cognitive Reflection Test. PLos ONE. https://doi.org/10.1371/journal.pone.0186404Exploring the Relationship Between Mathematics Anxiety and Performance: An Eye-Tracking Approach
Hunt, Thomas E., Clark-Carter, David and Sheffield, David 2014. Exploring the Relationship Between Mathematics Anxiety and Performance: An Eye-Tracking Approach. Applied Cognitive Psychology. https://doi.org/10.1002/acp.3099Math anxiety, intrusive thoughts and performance: Exploring the relationship between mathematics anxiety and performance: The role of intrusive thoughts
Hunt, Thomas E., Clark-Carter, David and Sheffield, David 2014. Math anxiety, intrusive thoughts and performance: Exploring the relationship between mathematics anxiety and performance: The role of intrusive thoughts. Journal of Education, Psychology and Social Sciences.Development of the critical thinking toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking
Stupple, Edward J. N., Maratos, Frances A., Elander, James, Hunt, Thomas E., Cheung, Kevin Yet Fong and Aubeeluck, Aimee 2016. Development of the critical thinking toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking. Thinking Skills and Creativity. 23, pp. 91-100. https://doi.org/10.1016/j.tsc.2016.11.007The development and part validation of a U.K. scale for mathematics anxiety
Hunt, Thomas E., Clark-Carter, David and Sheffield, David 2011. The development and part validation of a U.K. scale for mathematics anxiety. Journal of Psychoeducational Assessment. https://doi.org/10.1177/0734282910392892