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Related Experiment Video

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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
10:58

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Published on: August 28, 2021

Testing whether paralinguistic cues alter math learning in highly math anxious adults.

Bijan I Tabrizian1, Ian M Lyons1

  • 1Department of Psychology, Georgetown University, Washington, DC, United States.

Frontiers in Psychology
|July 2, 2026
PubMed
Summary

Math anxious instructors' speech patterns do not negatively impact student math performance or anxiety. Both anxious and confident instruction groups showed improved math skills and reduced avoidance, suggesting communication style is not a barrier.

Keywords:
adult math educationmath anxietymath avoidancemath performanceparalinguistic cues

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Area of Science:

  • Educational Psychology
  • Communication Studies
  • Mathematics Education

Background:

  • Math anxiety transference suggests anxious instructors create underperforming, anxious learners.
  • Previous explanations focus on person- and content-based factors.
  • A communication-based perspective, specifically paralinguistic cues, is explored.

Purpose of the Study:

  • To investigate the Paralinguistic Model of Math Anxiety Transference.
  • To determine if paralinguistic cues from math-anxious instructors impact learner anxiety and performance.
  • To examine the role of instructor speech in math anxiety transference.

Main Methods:

  • 86 highly math-anxious adult participants completed a two-session study.
  • Session two involved exposure to either paralinguistically anxious or confident math instruction.
  • Participant anxiety, math performance, and math avoidance were measured.

Main Results:

  • Paralinguistically anxious instructors were rated as more anxious.
  • No significant difference in learner state anxiety was found between groups.
  • Both groups showed significant improvements in math performance and reductions in math avoidance.
  • Time-pressure did not interact with the observed effects.

Conclusions:

  • Math-anxious educators' speech patterns do not appear to hinder student learning.
  • The findings challenge the direct impact of paralinguistic math anxiety transference.
  • This suggests effective, low-cost adult math education is possible regardless of instructor anxiety levels.