The Experts below are selected from a list of 21726 Experts worldwide ranked by ideXlab platform

Sian L. Beilock - One of the best experts on this subject based on the ideXlab platform.

  • children s Math anxiety predicts their Math Achievement over and above a key foundational Math skill
    Journal of Cognition and Development, 2020
    Co-Authors: Nancy Pantoja, Sian L. Beilock, Marjorie W. Schaeffer, Christopher S. Rozek, Susan C. Levine
    Abstract:

    Math anxiety negatively predicts young children’s Math Achievement. While some researchers have suggested that Math anxiety may stem from poor Math ability, others have argued that Math anxiety occ...

  • Children’s Math Anxiety Predicts Their Math Achievement Over and Above a Key Foundational Math Skill
    Journal of Cognition and Development, 2020
    Co-Authors: Nancy Pantoja, Sian L. Beilock, Marjorie W. Schaeffer, Christopher S. Rozek, Susan C. Levine
    Abstract:

    Math anxiety negatively predicts young children’s Math Achievement. While some researchers have suggested that Math anxiety may stem from poor Math ability, others have argued that Math anxiety occ...

  • Reciprocal relations among motivational frameworks, Math anxiety, and Math Achievement in early elementary school
    Journal of Cognition and Development, 2017
    Co-Authors: Elizabeth A. Gunderson, Sian L. Beilock, Daeun Park, Erin A. Maloney, Susan C. Levine
    Abstract:

    School-entry Math Achievement is a strong predictor of Math Achievement through high school. We asked whether reciprocal relations among Math Achievement, Math anxiety, and entity motivational fram...

  • On the relationship between Math anxiety and Math Achievement in early elementary school: The role of problem solving strategies.
    Journal of experimental child psychology, 2015
    Co-Authors: Gerardo Ramirez, Susan C. Levine, Erin A. Maloney, Hyesang Chang, Sian L. Beilock
    Abstract:

    Even at young ages, children self-report experiencing Math anxiety, which negatively relates to their Math Achievement. Leveraging a large dataset of first and second grade students' Math Achievement scores, Math problem solving strategies, and Math attitudes, we explored the possibility that children's Math anxiety (i.e., a fear or apprehension about Math) negatively relates to their use of more advanced problem solving strategies, which in turn relates to their Math Achievement. Our results confirm our hypothesis and, moreover, demonstrate that the relation between Math anxiety and Math problem solving strategies is strongest in children with the highest working memory capacity. Ironically, children who have the highest cognitive capacity avoid using advanced problem solving strategies when they are high in Math anxiety and, as a result, underperform in Math compared with their lower working memory peers.

  • Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety
    Psychological science, 2015
    Co-Authors: Erin A. Maloney, Gerardo Ramirez, Elizabeth A. Gunderson, Susan C. Levine, Sian L. Beilock
    Abstract:

    A large field study of children in first and second grade explored how parents' anxiety about Math relates to their children's Math Achievement. The goal of the study was to better understand why some students perform worse in Math than others. We tested whether parents' Math anxiety predicts their children's Math Achievement across the school year. We found that when parents are more Math anxious, their children learn significantly less Math over the school year and have more Math anxiety by the school year's end-but only if Math-anxious parents report providing frequent help with Math homework. Notably, when parents reported helping with Math homework less often, children's Math Achievement and attitudes were not related to parents' Math anxiety. Parents' Math anxiety did not predict children's reading Achievement, which suggests that the effects of parents' Math anxiety are specific to children's Math Achievement. These findings provide evidence of a mechanism for intergenerational transmission of low Math Achievement and high Math anxiety.

Susan C. Levine - One of the best experts on this subject based on the ideXlab platform.

  • children s Math anxiety predicts their Math Achievement over and above a key foundational Math skill
    Journal of Cognition and Development, 2020
    Co-Authors: Nancy Pantoja, Sian L. Beilock, Marjorie W. Schaeffer, Christopher S. Rozek, Susan C. Levine
    Abstract:

    Math anxiety negatively predicts young children’s Math Achievement. While some researchers have suggested that Math anxiety may stem from poor Math ability, others have argued that Math anxiety occ...

  • Children’s Math Anxiety Predicts Their Math Achievement Over and Above a Key Foundational Math Skill
    Journal of Cognition and Development, 2020
    Co-Authors: Nancy Pantoja, Sian L. Beilock, Marjorie W. Schaeffer, Christopher S. Rozek, Susan C. Levine
    Abstract:

    Math anxiety negatively predicts young children’s Math Achievement. While some researchers have suggested that Math anxiety may stem from poor Math ability, others have argued that Math anxiety occ...

  • Reciprocal relations among motivational frameworks, Math anxiety, and Math Achievement in early elementary school
    Journal of Cognition and Development, 2017
    Co-Authors: Elizabeth A. Gunderson, Sian L. Beilock, Daeun Park, Erin A. Maloney, Susan C. Levine
    Abstract:

    School-entry Math Achievement is a strong predictor of Math Achievement through high school. We asked whether reciprocal relations among Math Achievement, Math anxiety, and entity motivational fram...

  • On the relationship between Math anxiety and Math Achievement in early elementary school: The role of problem solving strategies.
    Journal of experimental child psychology, 2015
    Co-Authors: Gerardo Ramirez, Susan C. Levine, Erin A. Maloney, Hyesang Chang, Sian L. Beilock
    Abstract:

    Even at young ages, children self-report experiencing Math anxiety, which negatively relates to their Math Achievement. Leveraging a large dataset of first and second grade students' Math Achievement scores, Math problem solving strategies, and Math attitudes, we explored the possibility that children's Math anxiety (i.e., a fear or apprehension about Math) negatively relates to their use of more advanced problem solving strategies, which in turn relates to their Math Achievement. Our results confirm our hypothesis and, moreover, demonstrate that the relation between Math anxiety and Math problem solving strategies is strongest in children with the highest working memory capacity. Ironically, children who have the highest cognitive capacity avoid using advanced problem solving strategies when they are high in Math anxiety and, as a result, underperform in Math compared with their lower working memory peers.

  • Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety
    Psychological science, 2015
    Co-Authors: Erin A. Maloney, Gerardo Ramirez, Elizabeth A. Gunderson, Susan C. Levine, Sian L. Beilock
    Abstract:

    A large field study of children in first and second grade explored how parents' anxiety about Math relates to their children's Math Achievement. The goal of the study was to better understand why some students perform worse in Math than others. We tested whether parents' Math anxiety predicts their children's Math Achievement across the school year. We found that when parents are more Math anxious, their children learn significantly less Math over the school year and have more Math anxiety by the school year's end-but only if Math-anxious parents report providing frequent help with Math homework. Notably, when parents reported helping with Math homework less often, children's Math Achievement and attitudes were not related to parents' Math anxiety. Parents' Math anxiety did not predict children's reading Achievement, which suggests that the effects of parents' Math anxiety are specific to children's Math Achievement. These findings provide evidence of a mechanism for intergenerational transmission of low Math Achievement and high Math anxiety.

Gerardo Ramirez - One of the best experts on this subject based on the ideXlab platform.

  • Teacher Math Anxiety Relates to Adolescent Students' Math Achievement.
    AERA open, 2018
    Co-Authors: Gerardo Ramirez, Sophia Yang Hooper, Nicole B. Kersting, Ronald F. Ferguson, David S. Yeager
    Abstract:

    Elementary school teachers’ Math anxiety has been found to play a role in their students’ Math Achievement. The current study addresses the role of teacher Math anxiety on ninth-grade students’ mat...

  • On the relationship between Math anxiety and Math Achievement in early elementary school: The role of problem solving strategies.
    Journal of experimental child psychology, 2015
    Co-Authors: Gerardo Ramirez, Susan C. Levine, Erin A. Maloney, Hyesang Chang, Sian L. Beilock
    Abstract:

    Even at young ages, children self-report experiencing Math anxiety, which negatively relates to their Math Achievement. Leveraging a large dataset of first and second grade students' Math Achievement scores, Math problem solving strategies, and Math attitudes, we explored the possibility that children's Math anxiety (i.e., a fear or apprehension about Math) negatively relates to their use of more advanced problem solving strategies, which in turn relates to their Math Achievement. Our results confirm our hypothesis and, moreover, demonstrate that the relation between Math anxiety and Math problem solving strategies is strongest in children with the highest working memory capacity. Ironically, children who have the highest cognitive capacity avoid using advanced problem solving strategies when they are high in Math anxiety and, as a result, underperform in Math compared with their lower working memory peers.

  • Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety
    Psychological science, 2015
    Co-Authors: Erin A. Maloney, Gerardo Ramirez, Elizabeth A. Gunderson, Susan C. Levine, Sian L. Beilock
    Abstract:

    A large field study of children in first and second grade explored how parents' anxiety about Math relates to their children's Math Achievement. The goal of the study was to better understand why some students perform worse in Math than others. We tested whether parents' Math anxiety predicts their children's Math Achievement across the school year. We found that when parents are more Math anxious, their children learn significantly less Math over the school year and have more Math anxiety by the school year's end-but only if Math-anxious parents report providing frequent help with Math homework. Notably, when parents reported helping with Math homework less often, children's Math Achievement and attitudes were not related to parents' Math anxiety. Parents' Math anxiety did not predict children's reading Achievement, which suggests that the effects of parents' Math anxiety are specific to children's Math Achievement. These findings provide evidence of a mechanism for intergenerational transmission of low Math Achievement and high Math anxiety.

  • intergenerational effects of parents Math anxiety on children s Math Achievement and anxiety
    Psychological Science, 2015
    Co-Authors: Erin A. Maloney, Gerardo Ramirez, Elizabeth A. Gunderson, Susan C. Levine, Sian L. Beilock
    Abstract:

    A large field study of children in first and second grade explored how parents' anxiety about Math relates to their children's Math Achievement. The goal of the study was to better understand why some students perform worse in Math than others. We tested whether parents' Math anxiety predicts their children's Math Achievement across the school year. We found that when parents are more Math anxious, their children learn significantly less Math over the school year and have more Math anxiety by the school year's end-but only if Math-anxious parents report providing frequent help with Math homework. Notably, when parents reported helping with Math homework less often, children's Math Achievement and attitudes were not related to parents' Math anxiety. Parents' Math anxiety did not predict children's reading Achievement, which suggests that the effects of parents' Math anxiety are specific to children's Math Achievement. These findings provide evidence of a mechanism for intergenerational transmission of low Math Achievement and high Math anxiety.

  • Math Anxiety, Working Memory, and Math Achievement in Early Elementary School
    Journal of Cognition and Development, 2013
    Co-Authors: Gerardo Ramirez, Elizabeth A. Gunderson, Susan C. Levine, Sian L. Beilock
    Abstract:

    Although Math anxiety is associated with poor Mathematical knowledge and low course grades (Ashcraft & Krause, 2007), research establishing a connection between Math anxiety and Math Achievement has generally been conducted with young adults, ignoring the emergence of Math anxiety in young children. In the current study, we explored whether Math anxiety relates to young children's Math Achievement. One hundred and fifty-four first- and second-grade children (69 boys, 85 girls) were given a measure of Math Achievement and working memory (WM). Several days later, children's Math anxiety was assessed using a newly developed scale. Paralleling work with adults (Beilock, 2008), we found a negative relation between Math anxiety and Math Achievement for children who were higher but not lower in WM. High-WM individuals tend to rely on WM-intensive solution strategies, and these strategies are likely disrupted when WM capacity is co-opted by Math anxiety. We argue that early identification and treatment of Math an...

Monika Szczygieł - One of the best experts on this subject based on the ideXlab platform.

  • The relationship between Math anxiety and Math Achievement in young children is mediated through working memory, not by number sense, and it is not direct
    Contemporary Educational Psychology, 2021
    Co-Authors: Monika Szczygieł
    Abstract:

    Abstract Math anxiety is considered a predictor of Math Achievement, although the cognitive mechanism whereby Math anxiety impairs Math Achievement is unclear. The paper presents the results of cross-sectional (N = 241) and longitudinal (N = 369) studies conducted among early school-aged children on the cognitive mechanism whereby Math anxiety impairs Math Achievement. The following hypotheses were tested: (1) Math anxiety directly affects Math Achievement; (2) in accordance with processing efficiency and attentional cognitive theories, Math anxiety indirectly affects Math Achievement through working memory; (3) in accordance with the cognitive deficit model, Math anxiety indirectly affects Math Achievement through number sense. The results mostly confirm the mediating role of working memory and undermine the mediating role of number sense and the direct path in the relationship between Math anxiety and Math Achievement. Because previous studies undertaken in adults show the direct path from Math anxiety to Math Achievement and the role of symbolic number processing in explaining the relationship between the two, the methodological and developmental aspects of the obtained results are discussed in the paper.

  • When does Math anxiety in parents and teachers predict Math anxiety and Math Achievement in elementary school children? The role of gender and grade year
    Social Psychology of Education, 2020
    Co-Authors: Monika Szczygieł
    Abstract:

    The study investigated the relationship between Math anxiety in parents and teachers and Math anxiety and Math Achievement in first- to third-grade children. The results indicate that Math anxiety in fathers (but not mothers and teachers) is associated with Math anxiety in first-grade children and third-grade girls. Math anxiety in mothers and teachers (but not fathers) explains the level of Math Achievement in third-grade children. The research results indicate the importance of adults in shaping pupils’ Math anxiety and Math Achievement, but these relationships vary depending on gender and the grade year. The obtained outcomes generally suggest that adults’ Math anxiety is not a social source of children’s Math anxiety, but it can be considered a source of low Math Achievement among children in the final grade of early school education.

Elizabeth A. Gunderson - One of the best experts on this subject based on the ideXlab platform.

  • Reciprocal relations among motivational frameworks, Math anxiety, and Math Achievement in early elementary school
    Journal of Cognition and Development, 2017
    Co-Authors: Elizabeth A. Gunderson, Sian L. Beilock, Daeun Park, Erin A. Maloney, Susan C. Levine
    Abstract:

    School-entry Math Achievement is a strong predictor of Math Achievement through high school. We asked whether reciprocal relations among Math Achievement, Math anxiety, and entity motivational fram...

  • Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety
    Psychological science, 2015
    Co-Authors: Erin A. Maloney, Gerardo Ramirez, Elizabeth A. Gunderson, Susan C. Levine, Sian L. Beilock
    Abstract:

    A large field study of children in first and second grade explored how parents' anxiety about Math relates to their children's Math Achievement. The goal of the study was to better understand why some students perform worse in Math than others. We tested whether parents' Math anxiety predicts their children's Math Achievement across the school year. We found that when parents are more Math anxious, their children learn significantly less Math over the school year and have more Math anxiety by the school year's end-but only if Math-anxious parents report providing frequent help with Math homework. Notably, when parents reported helping with Math homework less often, children's Math Achievement and attitudes were not related to parents' Math anxiety. Parents' Math anxiety did not predict children's reading Achievement, which suggests that the effects of parents' Math anxiety are specific to children's Math Achievement. These findings provide evidence of a mechanism for intergenerational transmission of low Math Achievement and high Math anxiety.

  • intergenerational effects of parents Math anxiety on children s Math Achievement and anxiety
    Psychological Science, 2015
    Co-Authors: Erin A. Maloney, Gerardo Ramirez, Elizabeth A. Gunderson, Susan C. Levine, Sian L. Beilock
    Abstract:

    A large field study of children in first and second grade explored how parents' anxiety about Math relates to their children's Math Achievement. The goal of the study was to better understand why some students perform worse in Math than others. We tested whether parents' Math anxiety predicts their children's Math Achievement across the school year. We found that when parents are more Math anxious, their children learn significantly less Math over the school year and have more Math anxiety by the school year's end-but only if Math-anxious parents report providing frequent help with Math homework. Notably, when parents reported helping with Math homework less often, children's Math Achievement and attitudes were not related to parents' Math anxiety. Parents' Math anxiety did not predict children's reading Achievement, which suggests that the effects of parents' Math anxiety are specific to children's Math Achievement. These findings provide evidence of a mechanism for intergenerational transmission of low Math Achievement and high Math anxiety.

  • Math Anxiety, Working Memory, and Math Achievement in Early Elementary School
    Journal of Cognition and Development, 2013
    Co-Authors: Gerardo Ramirez, Elizabeth A. Gunderson, Susan C. Levine, Sian L. Beilock
    Abstract:

    Although Math anxiety is associated with poor Mathematical knowledge and low course grades (Ashcraft & Krause, 2007), research establishing a connection between Math anxiety and Math Achievement has generally been conducted with young adults, ignoring the emergence of Math anxiety in young children. In the current study, we explored whether Math anxiety relates to young children's Math Achievement. One hundred and fifty-four first- and second-grade children (69 boys, 85 girls) were given a measure of Math Achievement and working memory (WM). Several days later, children's Math anxiety was assessed using a newly developed scale. Paralleling work with adults (Beilock, 2008), we found a negative relation between Math anxiety and Math Achievement for children who were higher but not lower in WM. High-WM individuals tend to rely on WM-intensive solution strategies, and these strategies are likely disrupted when WM capacity is co-opted by Math anxiety. We argue that early identification and treatment of Math an...

  • Reply to Plante et al.: Girls’ Math Achievement is related to their female teachers’ Math anxiety
    Proceedings of the National Academy of Sciences, 2010
    Co-Authors: Sian L. Beilock, Elizabeth A. Gunderson, Gerardo Ramirez, Susan C. Levine
    Abstract:

    Plante et al. (1) in “Girls’ internalization of their female teacher’s anxiety: A ‘real-world’ stereotype threat effect?” raise an excellent point that, overall, girls’ and boys’ Math Achievement did not differ at either the beginning or end of the school year in our study. This finding is consistent with recent work revealing a lack of gender differences in Math skills in grades 2–11 (2). Nonetheless, our study (3) sheds light on one avenue through which some girls perform at a lower level in Math than other girls and boys overall. Specifically, the higher a female teacher’s anxiety about her own Math ability, the more likely the girls in her class (but not the boys) are to be lower in Math Achievement at the end of the school year. We show that this relation between teacher and student can be accounted for by whether girls endorse traditional gender stereotypes (i.e., boys are good at Math and girls are good at reading) at school year’s end.