A meta-analysis of math anxiety interventions

Ellen Sammallahti; Jonatan Finell; Bert Jonsson; Johan Korhonen

doi:10.5964/jnc.8401

A meta-analysis of math anxiety interventions

Ellen Sammallahti, Jonatan Finell, Bert Jonsson, Johan Korhonen

Tutkimustuotos: Lehtiartikkeli › Artikkeli › Tieteellinen › vertaisarvioitu

51 Lataukset (Pure)

Abstrakti

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.

Alkuperäiskieli	Englanti
Sivut	346-362
Sivumäärä	17
Julkaisu	The Journal of Numerical Cognition
Vuosikerta	9
Numero	2
DOI - pysyväislinkit	https://doi.org/10.5964/jnc.8401
Tila	Julkaistu - 31 heinäk. 2023
OKM-julkaisutyyppi	A1 Julkaistu artikkeli, soviteltu

Pääsy asiakirjaan

10.5964/jnc.8401Lisenssi: CC BY

A Meta-Analysis of Math Anxiety InterventionsLopullinen julkaistu versio, 667 KBLisenssi: CC BY

https://urn.fi/URN:NBN:fi-fe2023081194883

Choking under pressure: Linking math anxiety with math performance
Jonsson, B., Korhonen, J., Nyroos, M., Eklöf, H., Wiklund-Hörnqvist, C., De Smedt, B., Sammallahti, E. & Finell, J.
01/01/19 → 31/12/23
Projekti: Research Council of Finland/Other Research Councils

Viittausmuodot

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author = "Ellen Sammallahti and Jonatan Finell and Bert Jonsson and Johan Korhonen",

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Y1 - 2023/7/31

N2 - 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.

AB - 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.

KW - intervention

KW - math anxiety

KW - Mathematical performance

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U2 - 10.5964/jnc.8401

DO - 10.5964/jnc.8401

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JO - The Journal of Numerical Cognition

JF - The Journal of Numerical Cognition

IS - 2

ER -

A meta-analysis of math anxiety interventions

Abstrakti

Pääsy asiakirjaan

Sormenjälki

Projektit

Choking under pressure: Linking math anxiety with math performance

Viittausmuodot