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Related Experiment Video

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Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
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Do implicitly measured math-anxiety associations play a role in math behavior?

Eva A Schmitz1, Brenda R J Jansen2, Reinout W Wiers1

  • 1Department of Developmental Psychology, Adapt Lab, University of Amsterdam, Amsterdam, The Netherlands.

Journal of Experimental Child Psychology
|July 10, 2019
PubMed
Summary

Implicitly measured math anxiety associations did not predict adolescent math behavior or anxiety. Explicit anxiety measures were more predictive, suggesting current implicit association tasks may not capture relevant math-threat associations.

Keywords:
AdolescentsImplicit association testMath anxietyMath behaviorMath performanceSchool

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Area of Science:

  • Psychology
  • Educational Psychology
  • Cognitive Science

Background:

  • Implicit associations, or unconscious connections, may influence behavior independently of explicit self-reports.
  • Previous research suggests implicit associations predict behavior, but their role in adolescent math anxiety is underexplored.

Purpose of the Study:

  • To investigate the relationship between implicitly measured math-anxiety associations and adolescents' math anxiety.
  • To determine if these associations predict math behavior and state math anxiety, independent of explicit measures.
  • To examine the domain specificity of math-anxiety associations.

Main Methods:

  • 189 secondary school students completed implicit association tests for math anxiety, English anxiety, and trait anxiety.
  • Participants performed a math problem-solving task and completed self-report anxiety questionnaires.
  • Implicit association tests measured associations between math and anxiety/calmness.

Main Results:

  • Adolescents exhibited stronger math-anxiety associations than math-calmness associations.
  • Contrary to hypotheses, math-anxiety associations did not significantly predict math behavior or state math anxiety.
  • Explicit anxiety measures showed specificity in predicting academic performance (grades) and state math anxiety.

Conclusions:

  • Implicitly measured math-anxiety associations, as assessed in this study, did not prove to be significant predictors of math behavior or anxiety in adolescents.
  • Explicit anxiety measures demonstrated greater predictive validity for academic outcomes and state anxiety.
  • Further research is needed to refine implicit tasks for capturing relevant math-threat associations and their behavioral impact.