A5013260423- Education, Achievement, and Giftedness
- Cognitive and developmental aspects of mathematical skills
- Grit, Self-Efficacy, and Motivation
- Motivation and Self-Concept in Sports
- Mathematics Education and Teaching Techniques
- Early Childhood Education and Development
- Perfectionism, Procrastination, Anxiety Studies
- Creativity in Education and Neuroscience
- Teacher Professional Development and Motivation
- Education and Critical Thinking Development
- Parental Involvement in Education
- Statistics Education and Methodologies
- Mathematics Education and Programs
- Gender and Technology in Education
- Psychometric Methodologies and Testing
- Family and Disability Support Research
- Decision-Making and Behavioral Economics
- Memory Processes and Influences
- Physical Education and Pedagogy
- Teacher Education and Leadership Studies
- COVID-19 and Mental Health
- Spatial Cognition and Navigation
- Impact of Technology on Adolescents
- Tactile and Sensory Interactions
- Neural and Behavioral Psychology Studies
University of Derby
2011-2023
University of Staffordshire
2011
There is a paucity of information surrounding maths anxiety levels in the British undergraduate student population, and, due to terminological issues, existing measures may not be appropriate use with this population. The current study, therefore, reports on development and validation new scale. Using large sample undergraduates, 23-item Mathematics Anxiety Scale—UK (MAS-UK) shown reliable valid measure anxiety. Exploratory factor analysis indicated existence three factors, highlighting as...
We report a study examining the role of ‘cognitive miserliness’ as determinant poor performance on standard three-item Cognitive Reflection Test (CRT). The cognitive miserliness hypothesis proposes that people often respond incorrectly CRT items because an unwillingness to go beyond default, heuristic processing and invest time effort in analytic, reflective processing. Our analysis (N = 391) focused people’s response times determine whether predicted associations are evident between miserly...
How Does Anxiety Influence Maths Performance and What Can We do About It? Volume/Issue Vol 6, Issue 4 Date Wednesday, 1 November, 2006 Journal Name MSOR Connections Author(s) David Sheffield Thomas Hunt Abstract anxiety has been the focus of much psychological educational research in past few years. In this article, we review some evidence describe work have completed. particular, will what maths is how it measured, consequences anxiety, finally can be done to alleviate difficulties...
There are currently many mathematics anxiety rating scales designed typically for adult and older children populations, yet there remains a lack of assessment tools younger (< 7 years age) despite recent focus on this age range. Following previous testing validation, the 26-item iteration Children's Mathematics Anxiety Scale UK (CMAS-UK) ages 4–7 was further validated with 163 (4–7 years) across two schools in to test validity reliability items through subsequent exploratory confirmatory...
Abstract Math anxiety affects many people, from young children through to older adults. While there has been debate concerning the developmental trajectory of math and negative attitudes, little attention given role appraisals previous experiences. We surveyed 308 adults (mean age = 27.56 years, SD 11.25) assessed self‐reported measures anxiety, mathematical resilience, appraisal As hypothesized, all variables were found be interrelated. was significantly negatively related experiences,...
This paper presents a methodology to control construction task complexity and examined the relationships between performance spatial mathematical abilities in children. The study included three groups of children (N = 96); ages 7-8, 10-11, 13-14 years. Each group constructed seven pre-specified objects. replicated extended previous findings that indicated extent component symmetry variety, number components for each object available selection, significantly predicted difficulty. Results...
This study represents the implementation of an English version Mathematics Teaching Anxiety Scale (MTAS), originally published in Turkey (Sari, 2014). One hundred and twenty-seven primary school teachers from across U.K. completed survey, including 74 qualified 53 trainees. Following item-reduction factor analysis, 19-item MTAS was found to have excellent internal consistency (α = .94) has a two-factor structure. Factor one, labelled Self-Directed Anxiety, includes 12 items pertaining...
This large, international dataset contains survey responses from N = 12,570 students 100 universities in 35 countries, collected 21 languages. We measured anxieties (statistics, mathematics, test, trait, social interaction, performance, creativity, intolerance of uncertainty, and fear negative evaluation), self-efficacy, persistence, the cognitive reflection demographics, previous mathematics grades, self-reported official statistics module details. Data reuse potential is broad, including...
Summary The mechanisms underpinning the relationship between math anxiety and arithmetic performance are not fully understood. This study used an eye‐tracking approach to measure a range of eye movements 78 undergraduate students in response on verification task. Results demonstrated significant positive self‐reported time, indicating reduced processing efficiency. Analysis eye‐movement data reinforced utility studying performance; specific digit fixations, dwell saccades, regressions all...
In the current study, we used a multi-method approach to understand quality of math homework-helping interactions between parents and their children how parents’ children’s own achievement anxiety relate interaction. Forty Canadian (ages 10–12 years; grades 5 7) completed self-report measures general anxiety. Parents standardized assessments were then recorded as they engaged in simulated homework Coders assessed parent–child interaction during Parent–child dyads generally performed well on...
Mathematics anxiety (MA) is a negative cognitive-emotional response to mathematics (maths) or numbers associated with tense and anxious feelings that hinder the ability manipulate solve mathematical problems. Maths individuals often show poor performance when solving maths problem, but not on other cognitive tasks. We draw together empirical evidence from attempts reduce MA, synthesising literature capturing wide range of studies. Recent work has focussed functional strategies may encourage...
An online, cross-sectional approach was taken, including an opportunity sample of 160 undergraduate students from a university in the Midlands, UK. Exploratory factor analysis indicated parsimonious, four-factor solution: abstract maths anxiety , statistics probability calculation and numerical . The results support previous evidence for existence separate “numerical anxiety” or “arithmetic computation” component also that is specific to more maths. This first study consider...