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Abstract
The experience of math anxiety can have detrimental effects on students’ math performance, and researchers have in recent years tried to design interventions aiming at reducing math anxiety. This meta-analysis aimed to examine the effectiveness of math anxiety interventions in reducing math anxiety and improving math performance. The meta-analysis comprised 50 studies and included 75 effect sizes. On average, the effect sizes were moderate (g = -0.467) for reducing math anxiety and improving math performance (g = 0.502). Interventions that focused on Cognitive support or regulating Emotions were effective both in reducing math anxiety and improving math performance. In addition, longer interventions and interventions targeting students older than 12 had the biggest decrease in math anxiety. Study quality was not related to intervention outcomes.
| Original language | English |
|---|---|
| Article number | 2 |
| Pages (from-to) | 346-362 |
| Number of pages | 17 |
| Journal | The Journal of Numerical Cognition |
| Volume | 9 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 31 Jul 2023 |
| MoE publication type | A1 Journal article-refereed |
Keywords
- intervention
- math anxiety
- Mathematical performance
- meta-analysis
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Dive into the research topics of 'A meta-analysis of math anxiety interventions'. Together they form a unique fingerprint.Projects
- 1 Finished
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Choking under pressure: Linking math anxiety with math performance
Jonsson, B. (Principal Investigator), Korhonen, J. (Co-Principal Investigator), Nyroos, M. (Co-Principal Investigator), Eklöf, H. (Co-Principal Investigator), Wiklund-Hörnqvist, C. (Co-Principal Investigator), De Smedt, B. (Co-Investigator), Sammallahti, E. (Co-Investigator) & Finell, J. (Co-Investigator)
01/01/19 → 31/12/23
Project: Research Council of Finland/Other Research Councils