Mathematics anxiety: What have we learned in 60 years?

Frontiers in Psychology

Volumn 7, Issue APR, 2016, Pages

  Dowker, Ann ^a   Sarkar, Amar ^a   Looi, Chung Yen ^a  

^a UNIVERSITY OF OXFORD   (United Kingdom)

Author keywords

Cognitive reappraisal; Gender; Mathematics anxiety; Stereotype threat; Transcranial direct current stimulation (tDCS); Working memory

Indexed keywords

EID: 84974652894     PISSN: None     EISSN: 16641078     Source Type: Journal    
DOI: 10.3389/fpsyg.2016.00508     Document Type: Review

References (157)

1. Ahmed, W., Minnaert, A., Kuyper, H., and Van Den Werf, G. (2012). Reciprocal relationships between math self-concept and math anxiety. Learn. Individ. Dif. 22, 385-389. doi: 10.1016/j.lindif.2011.12.004
2. Aronson, J., Lustina, M. J., Good, C., Keough, K., Steele, C. M., and Brown, J. (1999). When White men can't do math: necessary and sufficient factors in stereotype threat. J. Exp. Soc. Psychol. 35, 29-46. doi: 10.1006/jesp.1998.1371
3. Artemenko, C., Daroczy, G., and Nuerk, H. C. (2015). Neural correlates of math anxiety-an overview and implications. Front. Psychol. 6:1333. doi: 10.3389/fpsyg.2015.01333
4. Ashcraft, M. H. (2002). Math anxiety: personal, educational and cognitive consequences. Curr. Dir. Psychol. Sci. 11, 181-185. doi: 10.1111/1467-8721.00196
5. Ashcraft, M. H., and Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. J. Exp. Psychol. Gen. 130, 224-237. doi: 10.1037/0096-3445.130.2.224
6. Ashcraft, M. H., Kirk, E. P., and Hopko, D. (1998). "On the cognitive consequences of mathematics anxiety, " in The Development of Mathematical Skills, ed C. Donlan (Hove: Erlbaum), 175-196.
7. Ashcraft, M. H., and Moore, A. W. (2009). Mathematics anxiety and the affective drop in performance. J. Psychoeduc. Assess. 27, 197-205. doi: 10.1177/0734282908330580
8. Ashcraft, M. H., and Ridley, K. S. (2005). "Math anxiety and its cognitive consequences: a tutorial review, " in The Handbook of Mathematical Cognition. ed J. I. D. Campbell (New York, NY: Psychology Press), 315-327.
9. Ashcraft, M. H., and Rudig, N. O. (2012). "Higher cognition is altered by noncognitive factors: How affect enhances and disrupts mathematics performance in adolescence and young adulthood, " in The Adolescent Brain: Learning, Reasoning, and Decision Making, eds V. F. Reyna, S. B. Chapman, M. R. Dougherty, and J. Confrey (Washington, DC: APA), 243-263.
10. Askew, M., Hodgen, J., Hossain, S., and Bretscher, N. (2010). Values and Variables:Mathematics Education in High-Performing Countries. London: Nuffield Foundation.
11. Baloglu, M. (2004). Statistics anxiety and mathematics anxiety: some interesting differences I. Edu. Res. Q. 27, 38-48.
12. Baloglu, M., and Koçak, R. (2006). A multivariate investigation of the differences in mathematics anxiety. Pers. Individ. Dif. 40, 1325-1335. doi: 10.1016/j.paid.2005.10.009
13. Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.
14. Basten, U., Stelzel, C., and Fiebach, C. (2012). Trait anxiety and the neural efficiency of manipulation in working memory. Cogn. Affect. Behav. Neurosci. 12, 571-588. doi: 10.3758/s13415-012-0100-3
15. Beilock, S. L., Gunderson, E. A., Ramirez, G., and Levine, S. C. (2010). Female teachers' math anxiety affects girls' math achievement. Proc. Natl. Acad. Sci. U.S.A. 107, 1860-1863. doi: 10.1073/pnas.0910967107
16. Beilock, S. L., Rydell, R. J., and McConnell, A. R. (2007). Stereotype threat and working memory: mechanisms, alleviation, and spillover. J. Exp. Psychol. Gen. 136, 256-276. doi: 10.1037/0096-3445.136.2.256
17. Berggren, N., and Derakhshan, N. (2013). Attentional control deficits in anxiety: why you see them and why you don't. Biol. Psychol. 92, 440-446. doi: 10.1016/j.biopsycho.2012.03.007
18. Bestmann, S., de Berker, A. O., and Bonaiuto, J. (2015). Understanding the behavioural consequences of noninvasive brain stimulation. Trends Cogn. Sci. 19, 13-20. doi: 10.1016/j.tics.2014.10.003
19. Betz, N. (1978). Prevalence, distribution, and correlates of math anxiety in college students. J. Couns. Psychol. 25, 441-548. doi: 10.1037/0022-0167.25.5.441
20. Beyer, S. (1990). Gender differences in the accuracy of self-evaluations of performance. J. Pers. Soc. Psychol. 59, 960-970. doi: 10.1037/0022-3514.59.5.960
21. Beyer, S., and Bowden, E. (1997). Gender differences in self-perceptions: convergent evidence from three measures of accuracy and bias. Pers. Soc. Psychol. Bull. 23, 157-173. doi: 10.1177/0146167297232005
22. Bieg, M., Goetz, T., Wolter, I., and Hall, N. C. (2015). Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety. Front. Psychol. 6:1404. doi: 10.3389/fpsyg.2015.01404
23. Bishop, S. J. (2009). Trait anxiety and impoverished prefrontal control of attention. Nat. Neurosci. 12, 92-98 doi: 10.1038/nn.2242
24. Blatchford, P. (1996). Pupils' views on school work and school from 7 to 16 years. Res. Pap. Educ. 11, 263-288. doi: 10.1080/0267152960110305
25. Brown, M., Brown, P., and Bibby, T. (2008). "I would rather die": reasons given by 16-year-olds for not continuing their study of mathematics. Res. Math. Educ. 10, 3-18. doi: 10.1080/14794800801915814
26. Burkitt, E., Jolley, R. P., and Rose, S. E. (2010). The attitudes and practices that shape children's drawing experiences at home and at school. Int. J. Art Des. Educ. 29, 257-270. doi: 10.1111/j.1476-8070.2010.01658.x
27. Cain-Caston, M. (1993). Parent and student attitudes toward mathematics as they relate to third grade mathematics achievement. J. Instr. Psychol. 20, 96-101.
28. Carey, E., Hill, F., Devine, A., and Szücs, D. (2015). The chicken or the egg? The direction of the relationship between mathematics anxiety and mathematics performance. Front. Psychol. 6:1987. doi: 10.3389/fpsyg.2015.01987
29. Carroll, J. M., and Iles, J. E. (2006). An assessment of anxiety levels in dyslexic students in higher education. Br. J. Educ. Psychol. 76, 651-662. doi: 10.1348/000709905X66233
30. Carroll, J. M., Maughan, B., Goodman, R., and Meltzer, H. (2005). Literacy difficulties and psychiatric disorders: evidence for comorbidity. J. Child Psychol. Psychiatry 46, 524-532. doi: 10.1111/j.1469-7610.2004.00366.x
31. Catsambis, S. (1994). The path to math: gender and racial-ethnic differences in mathematics participation from middle school to high school. Sociol. Educ. 67, 199-215. doi: 10.2307/2112791
32. Caviola, S., Mammarella, I. C., Lucangeli, D., and Cornoldi, C. (2012). The involvement of working memory in children's exact and approximate mental additions. J. Exp. Child Psychol. 112, 141-160. doi: 10.1016/j.jecp.2012.02.005
33. Cerqueira, J. J., Almeida, O. F., and Sousa, N. (2008). The stressed prefrontal cortex. Left? Right! Brain Behav. Immun. 22, 630-638. doi: 10.1016/j.bbi.2008.01.005
34. Chapman, B. P., Duberstein, P. R., Sörensen, S., and Lyness, J. M. (2007). Gender differences in five factor model personality traits in an elderly cohort: extension of robust and surprising findings to an older generation. Pers. Individ. Dif. 43, 1594-1603. doi: 10.1016/j.paid.2007.04.028
35. Cheng, Y. S., Horwitz, E. K., and Shallert, D. L. (1999). Language anxiety: differentiating writing and speaking components. Lang. Learn. 49, 417-446. doi: 10.1111/0023-8333.00095
36. Chinn, S. (2009). Mathematics anxiety in secondary students in England. Dyslexia 15, 61-68. doi: 10.1002/dys.381
37. Chipman, S., Krantz, D., and Silver, R. (1992). Mathematics anxiety and science careers among able college students. Psychol. Sci. 3, 292-295. doi: 10.1111/j.1467-9280.1992.tb00675.x
38. Chiu, M. M., and Xihua, Z. (2008). Family and motivation effects on mathematics achievement. Learn. Instr. 18, 321-336. doi: 10.1016/j.learninstruc.2007.06.003
39. Cohen Kadosh, R. (2013). Using transcranial electrical stimulation to enhance cognitive functions in the typical and atypical brain. Transl. Neurosci. 4, 20-33. doi: 10.2478/s13380-013-0104-7
40. Cohen Kadosh, R. (2014). "The future usage and challenges of brain stimulation, " in The Stimulated Brain: Cognitive Enhancement Using Non-Invasive Brain Stimulation, ed R. Cohen Kadosh (London: Elsevier), 523-538.
41. Cooper, S. E., and Robinson, D. A. (1991). The relationship of mathematics self-efficacy beliefs to mathematics anxiety and performance. Meas. Eval. Couns. Dev. 24, 4-11.
42. Costa, P. T., Terracciano, A., and McCrae, R. R. (2001). Gender differences in personality traits across cultures: robust and surprising findings. J. Pers. Soc. Psychol. 81, 322-331. doi: 10.1037/0022-3514.81.2.322
43. Cox, M. V. (1989). "Children's drawings, " in Children and the Arts, ed D. J. Hargreaves (Milton Keynes: Open University Press), 43-58.
44. DeCaro, M. S., Rotar, K. E., Kendra, M. S., and Beilock, S. L. (2010). Diagnosing and alleviating the impact of performance pressure on mathematical problem solving. Q. J. Exp. Psychol. 63, 1619-1630. doi: 10.1080/17470210903474286
45. Dehaene, S. (1997). The Number Sense. London: Macmillan.
46. Devine, A., Fawcett, K., Szucs, D., and Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behav. Brain Funct. 8, 1-9. doi: 10.1186/1744-9081-8-33
47. Dew, K., Galassi, J., and Galassi, M. (1983). Mathematics anxiety: some basic issues. J. Couns. Psychol. 30, 443-446. doi: 10.1037/0022-0167.30.3.443
48. Dew, K. M. H., Galassi, J., and Galassi, M. D. (1984). Math anxiety: relation with situational test anxiety, performance, physiological arousal, and math avoidance behavior. J. Couns. Psychol. 31, 580-583.
49. Dossey, A., Mullis, I. V. S., Lindquist, M. M., and Chambers, D. L. (1988). The Mathematics Report Card. Are We Measuring up? Trends and Achievement Based on the 1986 National Assessment. Princeton, NJ: Educational Testing Service.
50. Dowker, A., Bennett, K., and Smith, L. (2012). Attitudes to mathematics in primary school children. Child Dev. Res. 2012:124939. doi: 10.1155/2012/124939
51. Dowker, A. D. (2005). Individual Differences in Arithmetic: Implications for Psychology Neuroscience and Education. Hove: Psychology Press.
52. Dreger, R. M., and Aiken, L. R. (1957). The identification of number anxiety in a college population. J. Educ. Psychol. 48, 344-351. doi: 10.1037/h0045894
53. Egger, H. L., and Angold, A. (2006). Common emotional and behavioral disorders in preschool children: presentation, nosology, and epidemiology. J. Child Psychol. Psychiatry 47, 313-337. doi: 10.1111/j.1469-7610.2006.01618.x
54. Else-Quest, N., Hyde, J. S., and Linn, M. (2010). Cross-national patterns of gender differences in mathematics: a meta-analysis. Psychol. Bull. 136 103-127. doi: 10.1037/a0018053
55. Eysenck, M. W., and Calvo, M. G. (1992). Anxiety and performance: the processing efficiency theory. Cogn. Emotion 6, 409-434. doi: 10.1080/02699939208409696
56. Feingold, A. (1994). Gender differences in personality: a meta-analysis. Psychol. Bull. 116, 429-456. doi: 10.1037/0033-2909.116.3.429
57. Fennema, E., and Sherman, J. A. (1976). Fennema-Sherman mathematics attitudes scales; instruments designed to measure attitudes towards the learning of mathematics by females and males. J. Res. Math. Educ. 6, 31. doi: 10.2307/748467
58. Fox, E. (1992). Attentional bias in anxiety: selective or not? Behav. Res. Therapy 31, 487-493.
59. Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Schatschneider, C., Hamlett, C. L., et al. (2013). Effects of first-grade number knowledge tutoring with contrasting forms of practice. J. Educ. Psychol. 105, 58-77. doi: 10.1037/a0030127
60. Fuerst, A., and Hitch, G. J. (2000). Separate roles for executive and phonological components of working memory in mental arithmetic. Mem. Cogn. 28, 774-782. doi: 10.3758/BF03198412
61. Gandiga, P. C., Hummel, F. C., and Cohen, L. G. (2006). Transcranial DC stimulation (tDCS): a tool for double-blind sham-controlled clinical studies in brain stimulation. Clin. Neurophysiol. 117, 845-850. doi: 10.1016/j.clinph.2005.12.003
62. Ganley, C. M., Mingle, L. A., Ryan, A. M., Ryan, K., Vasilyeva, M., and Perry, M. (2013). An examination of stereotype threat effects on girls' mathematics performance. Dev. Psychol. 49, 1886-1897. doi: 10.1037/a0031412
63. Ganley, C. M., and Vasilyeva, M. (2014). The role of anxiety and working memory in gender differences in mathematics. J. Educ. Psychol. 106, 101-105. doi: 10.1037/a0034099
64. Gathercole, S. E., and Pickering, S. (2000). Working memory deficits in children with low achievements in the national curriculum at 7 years of age. Br. J. Educ. Psychol. 70, 177-194. doi: 10.1348/000709900158047
65. Goetz, T., Bieg, M., Lüdke, O., Pekrun, R., and Hall, N. C. (2013). Do girls really experience more anxiety in mathematics? Psychol. Sci. 24, 2079-2087. doi: 10.1016/j.cedpsych.2012.09.001
66. Goetz, T., Cronjaeger, H., Frenzel, A. C., Ludtke, O., and Hall, L. C. (2010). Academic self-concept and emotion relations: domain specificity and age effects. Contemp. Educ. Psychol. 35, 44-58. doi: 10.1016/j.cedpsych.2009.10.001
67. Golomb, C. (2002). Child Art in Context: A Cultural and Comparative Perspective. Washington, DC: American Psychological Association.
68. Gottfried, A. (1982). Relationships between academic intrinsic motivation and anxiety in children and young adolescents. J. Sch. Psychol. 20, 205-215. doi: 10.1016/0022-4405(82)90050-4
69. Haase, V. G., Júlio-Costa, A., Pinheiro-Chagas, P., Oliveira, L. D. F. S., Micheli, L. R., and Wood, G. (2012). Math self-assessment, but not negative feelings, predicts mathematics performance of elementary school children. Child Dev. Res. 2012:982672. doi: 10.1155/2012/982672
70. Harari, R. R., Vukovic, R. K., and Bailey, S. P. (2013). Mathematics anxiety in young children: an exploratory study. J. Exp. Educ. 81, 538-555. doi: 10.1080/00220973.2012.727888
71. Harris, M. (1997). Common Threads: Women, Mathematics and Work. London: Trentham Books.
72. Hellhammer, D., Wüst, S., and Kudielka, B. M. (2009). Salivary cortisol as a biomarker in stress research. Psychoneuroendocrinology 34, 163-171. doi: 10.1016/j.psyneuen.2008.10.026
73. Hembree, R. (1990). The nature, effects and relief of mathematics anxiety. J. Res. Math. Educ. 21, 33-46. doi: 10.2307/749455
74. Henry, L. (2012). The Development of Working Memory in Children. London: Sage.
75. Hitch, G. (1978). The role of short-term working memory in arithmetic. Cogn. Psychol. 10, 302-310. doi: 10.1016/0010-0285(78)90002-6
76. Ho, H., Senturk, D., Lam, A. G., Zimmer, J. M., Hong, S., Okamoto, Y., et al. (2000). The affective and cognitive dimensions of math anxiety: a cross-national study. J. Res. Math. Educ. 31, 362-379. doi: 10.2307/749811
77. Hoffman, B. (2010). 'I think I can, but I'm afraid to try': the role of self-efficacy beliefs and mathematics anxiety in mathematics problem solving efficiency. Learn. Individ. Dif. 20, 276-283. doi: 10.1016/j.lindif.2010.02.001
78. Hopko, D. (2003). Confirmatory factor analysis of the math anxiety rating scale-revised. Educ. Psychol. Meas. 63, 336-351. doi: 10.1177/0013164402251041
79. Horwitz, E. K., Horwitz, M. B., and Cope, J. (1986). Foreign language classroom anxiety. Mod. Lang. J. 70, 125-132. doi: 10.1111/j.1540-4781.1986.tb05256.x
80. Hyde, J. S. (2005). The gender similarities hypothesis. Am. Psychol. 60, 581-592. doi: 10.1037/0003-066X.60.6.581
81. Jadjewski, K. (2011). Attitudes about Mathematics: Compare and Contrast Boys and Girls from High and Low Socio-economic Status. Masters thesis, California State University.
82. Jain, S., and Dowson, M. (2009). Mathematics anxiety as a function of multi-dimensional regulation and self-efficacy. Contemp. Educ. Psychol. 34, 240-248. doi: 10.1016/j.cedpsych.2009.05.004
83. Jakobsson, N., Levin, M., and Kotsadam, A. (2013). Gender and overconfidence: effects of context, gendered stereotypes and peer group. Adv. Appl. Sociol. 3, 137-141. doi: 10.4236/aasoci.2013.32018
84. James, M. M. (2013). The development and validation of the Children's Anxiety in Math Scale. J. Psychoeduc. Assess. 31, 391-395. doi: 10.1177/0734282912470131
85. Jamieson, J., Mendes, W. B., Blackstock, E., and Schmader, T. (2010). Turning the knots in your stomach into bows: reappraising arousal improves performance on the GRE. J. Exp. Soc. Psychol. 46, 208-212. doi: 10.1016/j.jesp.2009.08.015
86. Johns, M., Inzlicht, M., and Schmader, T. (2008). Stereotype threat and executive resource depletion: examining the influence of emotion regulation. J. Exp. Psychol. Gen. 137, 691-705. doi: 10.1037/a0013834
87. Johns, M., Schmader, T., and Martens, A. (2005). Knowing is half the battle: teaching stereotype threat as a means of improving women's math performance. Psychol. Sci. 16, 175-179. doi: 10.1111/j.0956-7976.2005.00799.x
88. Johnston-Wilder, S., Brindley, J., and Dent, P. (2014). Technical Report: A Survey of Mathematics Anxiety and Mathematical Resilience amongst Existing Apprentices. Coventry: University of Warwick.
89. Kenny, D. T. (2011). The Psychology of Music Performance Anxiety. Oxford: Oxford University Press.
90. Kiessler, R. C., Berglund, P., Demler, O., Jin, R., Merikangas, K., and Walters, E. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the national comorbidity survey replication. Arch. Gen. Psychiatry 62, 593-602. doi: 10.1001/archpsyc.62.6.593
91. Krause, B., and Cohen Kadosh, R. (2014). Not all brains are created equal: the relevance of individual differences in responsiveness to transcranial electrical stimulation. Front. Syst. Neurosci. 8:25. doi: 10.3389/fnsys.2014.00025
92. Krinzinger, H., Kaufmann, L., Dowker, A., Thomas, G., Graf, M., Nuerk, H. C., et al. (2007). [German version of the math anxiety questionnaire (FRA) for 6-to 9-year-old children]. Z. Kind. Jugendpsychiatr. Psychother. 35, 341-351. doi: 10.1024/1422-4917.35.5.341
93. Krinzinger, H., Kaufmann, L., and Willmes, K. (2009). Math anxiety and math ability in early primary school years. J. Psychoeduc. Assess. 27, 206-225. doi: 10.1177/0734282908330583
94. Lee, J. (2009). Universals and specifics of math self-concept, math self-efficacy, and math anxiety across 41 PISA 2003 participating countries. Learn. Individ. Dif. 19, 355-365. doi: 10.1016/j.lindif.2008.10.009
95. Lepper, M. R. (1988). Motivational considerations in the study of instruction. Cogn. Instr. 5, 289-309. doi: 10.1207/s1532690xci0504_3
96. Levitt, E., and Hutton, I. (1984). A psychometric assessment of the Mathematics Anxiety Rating Scale. Int. Rev. Appl. Psychol. 33, 233-242.
97. Liebert, R. M., and Morris, L. W. (1967). Cognitive and emotional components of test anxiety: a distinction and some initial data. Psychol. Rep. 20, 975-978.
98. Looi, C. Y., and Cohen Kadosh, R. (2015). "The use of transcranial direct current stimulation for cognitive enhancement, " in Cognitive Enhancement: Pharmacologic Environmental and Genetic Factors, eds S. Knafo and C. Venero (London: Elsevier), 307-341.
99. Looi, C. Y., Duta, M., Brem, A. K., Huber, S., Nuerk, H.-C., and Cohen Kadosh, R. (2016). Combining brain stimulation and video game to promote long-term transfer of learning and cognitive enhancement. Sci. Rep. 6, 22003. doi: 10.1038/srep22003
100. Lubienski, S. T. (2002). "Are we achieving "mathematical power for all?" A decade of national data on instruction and achievement, " in American Educational Research Association, (New Orleans, LA), 1-42.
101. Lyons, I. M., and Beilock, S. L. (2012a). When math hurts: math anxiety predicts pain network activation in anticipation of doing math. PLoS ONE 7:e48076. doi: 10.1371/journal.pone.0048076
102. Lyons, I. M., and Beilock, S. L. (2012b). Mathematics anxiety: separating the math from the anxiety. Cereb. Cortex 22, 2102-2110. doi: 10.1093/cercor/bhr28
103. Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. J. Res. Math. Educ. 30, 520-540. doi: 10.2307/749772
104. Ma, X., and Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: a meta-analysis. J. Res. Math. Educ. 28, 26-47. doi: 10.2307/749662
105. Maloney, E. A., Ansari, D., and Fugelsang, J. A. (2011). The effect of mathematics anxiety on the processing of numerical magnitude. Q. J. Exp. Psychol. 64, 10-16. doi: 10.1080/17470218.2010.533278
106. Maloney, E. A., and Beilock, S. (2012). Math anxiety: who has it, why it develops, and how to guard against it. Trends Cogn. Sci. 16, 404-406. doi: 10.1016/j.tics.2012.06.008
107. Mandler, G., and Sarason, S. B. (1952). A study of anxiety and learning. J. Abnorm. Psychol. 47, 166-173. doi: 10.1037/h0062855
108. Mata, M. D. L., Monteiro, V., and Peixoto, F. (2012). Attitudes towards mathematics: effects of individual, motivational, and social support factors. Child Dev. Res. 2012:876028. doi: 10.1155/2012/876028
109. Mattarella-Micke, A., Mateo, J., Kozak, M. N., Foster, K., and Beilock, S. (2011). Choke or thrive? The relation between salivary cortisol and math performance depends on individual differences in working memory and math-anxiety. Emotion 11, 1000-1005. doi: 10.1037/a0023224
110. McLean, C. P., Asnaani, A., Litz, B. T., and Hofmann, S. G. (2011). Gender differences in anxiety disorders: prevalence, course of illness, comorbidity and burden of illness. J. Psychiatr. Res. 45, 1027-1035. doi: 10.1016/j.jpsychires.2011.03.006
111. McLeod, D. B. (1992). "Role of affect in mathematics education: a reconceptualization, " in Handbook of Mathematics Teaching and Learning, ed D. A. Grouws (New York, NY: NCTM), 575-596.
112. Meece, J. L., Wigfield, A., and Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics. J. Educ. Psychol. 82:60. doi: 10.1037/0022-0663.82.1.60
113. Miller, H., and Bichsel, J. (2004). Anxiety, working memory, gender, and math performance. Pers. Individ. Dif. 37, 591-606. doi: 10.1016/j.paid.2003.09.029
114. Mulhern, F., and Rae, G. (1998). Development of shortened form of the Fennema-Sherman mathematics attitudes scales. Educ. Psychol. Meas. 56, 295-306. doi: 10.1177/0013164498058002012
115. National Audit Office (2008). Young People's Attitudes to Mathematics: A Research Study among 11-13 Year Olds on behalf of the National Audit Office. London: National Audit Office.
116. Newstead, K. (1998). Aspects of children's mathematics anxiety. Educ. Stud. Math. 36, 53-71. doi: 10.1023/A:1003177809664
117. Nitsche, M. A., Cohen, L. G., Wassermann, E. M., Priori, A., Lang, N., Antal, A., et al. (2008). Transcranial direct current stimulation: state of the art 2008. Brain Stimul. 1, 206-223. doi: 10.1016/j.brs.2008.06.004
118. Nitsche, M. A., and Paulus, W. (2000). Excitability changes induced in the human motor cortex by weak transcranial direct current stimulation. J. Physiol. 527, 633-639. doi: 10.1111/j.1469-7793.2000.t01-1-00633.x
119. Núñez-Peña, M. I., and Suárez-Pellicioni, M. (2014). Less precise representation of numerical magnitude in high math-anxious individuals: an ERP study of the size and distance effects. Biol. Psychol. 103, 176-183. doi: 10.1016/j.biopsycho.2014.09.004
120. Núñez-Peña, M. I., and Suárez-Pellicioni, M. (2015). Processing of multi-digit additions in high math-anxious individuals: psychophysiological evidence. Front. Psychol. 6:1268. doi: 10.3389/fpsyg.2015.01268
121. Pajares, F., and Miller, M. D. (1994). The role of self-efficacy and self-concept beliefs in mathematical problem solving: a path analysis. J. Educ. Psychol. 86, 193-203.
122. Pajares, F., and Urban, T. (1996). An exploratory factor analysis of the Mathematics Anxiety Scale. Meas. Eval. Counsel. Dev. 29, 35-47.
123. Park, D., Ramirez, G., and Beilock, S. (2014). The role of expressive writing in mathematics anxiety. J. Exp. Psychol. Appl. 20, 103-111. doi: 10.1037/xap0000013
124. Park, G. P., and French, B. F. (2013). Gender differences in the foreign language classroom anxiety scale. System 41, 462-471. doi: 10.1016/j.system.2013.04.001
125. Peña-Gómez, C., Vidal-Piñeiro, D., Clemente, I. C., Pascual-Leone, á., and Bartrés-Faz, D. (2011). Down-regulation of negative emotional processing by transcranial direct current stimulation: effects of personality characteristics. PLoS ONE 6:e22812. doi: 10.1371/journal.pone.0022812
126. Plake, B. S., and Parker, C. S. (1982). The development and validation of a revised version of the Mathematics Anxiety Rating Scale. Educ. Psychol. Meas. 42, 551-557.
127. Pletzer, B., Kronbichler, M., Nuerk, H.-C., and Kerschbaum, H. H. (2015). Mathematics anxiety reduces default mode network deactivation in response to numerical tasks. Front. Hum. Neurosci. 9:202. doi: 10.3389/fnhum.2015.00202
128. Pletzer, B., Wood, G., Moeller, K., Nuerk, H. C., and Kerschbaum, H. H. (2010). Predictors of performance in a real-life statistics examination depend on the individual cortisol profile. Biol. Psychol. 85, 410-416. doi: 10.1016/j.biopsycho.2010.08.015
129. Popescu, T., Krause, B., Terhune, D. B., Twose, O., Page, T., Humphreys, G., et al. (2016). Transcranial random noise stimulation mitigates increased difficulty in an arithmetic learning task. Neuropsychologia 81, 255-264. doi: 10.1016/j.neuropsychologia.2015.12.028
130. Punaro, L., and Reeve, R. (2012). Relationships between 9-year-olds' math and literacy worries and academic abilities. Child Dev. Res. 2012:359089. doi: 10.1155/2012/359089
131. Qin, S., Hermans, E. J., VanMarle, H., Luo, J., and Fernandez, G. (2009). Acute psychological stress reduces working memory-related activity in the dorsolateral prefrontal cortex. Biol. Psychiatry 66, 25-32. doi: 10.1016/j.biopsych.2009.03.006
132. Ramirez, G., and Beilock, S. L. (2011). Writing about testing worries boosts exam performance in the classroom. Science 331, 211-213. doi: 10.1126/science.1199427
133. Ramirez, G., Gunderson, E. A., Levine, S. C., and Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. J. Cogn. Dev. 14, 187-202. doi: 10.1080/15248372.2012.664593
134. Richardson, F. C., and Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale. J. Couns. Psychol. 19, 551-554. doi: 10.1037/h0033456
135. Robert, M., and Savoie, N. (2006). Are there gender differences in verbal and visuospatial working-memory resources? Eur. J. Cogn. Psychol. 18, 378-397. doi: 10.1080/09541440500234104
136. Ryan, A. M., and Pintrich, P. R. (1997). Should I ask for help? The role of motivation and attitudes in adolescents' help seeking in math class. J. Educ. Psychol. 89, 329-341. doi: 10.1037/0022-0663.89.2.329
137. Sarkar, A., Dowker, A., and Cohen Kadosh, R. (2014). Cognitive enhancement or cognitive cost: trait-specific outcomes of brain stimulation in the case of mathematics anxiety. J. Neurosci. 34, 16605-16610. doi: 10.1523/JNEUROSCI.3129-14.2014
138. Schmader, T. (2002). Gender identification moderates stereotype threat effects on women's math performance. J. Exp. Soc. Psychol. 38, 194-201. doi: 10.1006/jesp.2001.1500
139. Smyth, J. M. (1998). Written emotional expression: effect sizes, outcome types, and moderating variables. J. Consult. Clin. Psychol. 66, 174-184.
140. Sokolowski, H. M., and Necka, E. A. (2016). Remediating math anxiety through cognitive training: potential roles for math ability and social context. J. Neurosci. 36, 1439-1441. doi: 10.1523/JNEUROSCI.4039-15.2016
141. Spelke, E. (2005). Sex differences in intrinsic aptitude for mathematics and science? A critical review. Am. Psychol. 60, 950-958. doi: 10.1037/0003-066X.60.9.950
142. Stevenson, H. W., Lee, S.-Y., Chen, C., Stigler, J. W., Hsu, C. C., Kitamura, S., et al. (1990). Contexts of achievement: a study of American, Chinese, and Japanese children. Monogr. Soc. Res. Child Dev. 55, 1-119. doi: 10.2307/1166090
143. Suinn, R. M., Taylor, S., and Edwards, R. W. (1988). Suinn mathematics anxiety rating scale for elementary school students (MARS-E): psychometric and normative data. Edu. Psychol. Meas. 48, 979-986.
144. Suinn, M., and Winston, H. (2003). The Mathematics Anxiety Rating Scale, a brief version: psychometric data. Psychol. Rep. 92, 167-173. doi: 10.2466/pr0.2003.92.1.167
145. Suinn, R. M., Edie, C. A., Nicoletti, E., and Spinelli, P. R. (1972). The MARS, a measure of mathematics anxiety: psychometric data. J. Clin. Psychol. 28, 373-375.
146. Supekar, K., Iuculano, T., Chen, L., and Menon, V. (2015). Remediation of childhood math anxiety and associated neural circuits through cognitive tutoring. J. Neurosci. 35, 12574-12583. doi: 10.1523/JNEUROSCI.0786-15.2015
147. Swanson, H., and Sachse-Lee, C. (2001). Mathematical problem solving and working memory in children with learning disabilities: both executive and phonological processes are involved. J. Exp. Child Psychol. 79, 294-321. doi: 10.1006/jecp.2000.2587
148. Tan, J. B., and Yates, S. (2011). Academic expectations as a source of stress in Asian students. Soc. Psychol. Educ. 14, 389-407. doi: 10.1007/s11218-010-9146-7
149. Thomas, G., and Dowker, A. (2000). "Mathematics anxiety and related factors in young children, " in Paper Presented at British Psychological Society Developmental Section Conference (Bristol).
150. Thomas, G. V., and Silk, A. M. J. (1990). An Introduction to the Psychology of Children's Drawings. Hemel Hempstead: Harvester Wheatsheaf.
151. Vukovic, R. K., Kieffer, M. J., Bailey, S. P., and Harari, R. R. (2013). Mathematics anxiety in young children: concurrent and longitudinal associations with mathematical performance. Contemp. Educ. Psychol. 38, 1-10. doi: 10.1016/j.cedpsych.2012.09.001
152. Wang, Z., Hart, S. A., Kovas, Y., Lukovski, S., Soden, B., Thompson, L. A., et al. (2014). Who is afraid of math? Two sources of genetic variance for mathematical anxiety. J. Child Psychol. Psychiatry 55, 1056-1064. doi: 10.1111/jcpp.12224
153. Wigfield, A., and Meece, J. L. (1988). Math anxiety in elementary and secondary school students. J. Educ. Psychol. 80, 210-216. doi: 10.1037/0022-0663.80.2.210
154. Wood, G., Pinheiro-Chagas, P., Júlio-Costa, A., Micheli, L. R., Krinzinger, H., Kaufmann, L., et al. (2012). Math anxiety questionnaire: similar latent structure in Brazilian and German school children. Child Dev. Res. 2012:610192. doi: 10.1155/2012/610192
155. Wu, C. P., and Lin, H. J (2014). Anxiety about speaking foreign language as a mediator of the relation between motivation and willingness to communicate. Percept. Mot. Skills 119, 785-798. doi: 10.2466/22.PMS.119c32z7
156. Wu, S. S., Barth, M., Amin, H., Malcarne, V., and Menon, V. (2012). Math anxiety in second and third graders and its relation to mathematical achievement. Front. Dev. Psychol. 3:162. doi: 10.3389/fpsyg.2012.00162
157. Young, C. B., Wu, S. S., and Menon, V. (2012). The neurodevelopmental basis of math anxiety. Psychol. Sci. 23, 492-501. doi: 10.1177/0956797611429134