Unraveling the interplay between math anxiety and math achievement.

Abstract

A robust association exists between math anxiety and math achievement, with higher levels of anxiety correlating with lower achievement. Understanding this relationship is crucial due to the importance of math proficiency at individual and societal levels. In this review, we explore two prominent theories: Reduced Competency Theory, which suggests that initial low math achievement leads to math anxiety, and Processing Efficiency Theory, which suggests that math anxiety impairs performance by diverting cognitive resources. While these theories are supported by empirical evidence, they do not fully explain the mediators linking math anxiety and achievement. We propose 'math avoidance' as a critical mediator, suggesting that avoidance behaviors, formed through conditioning, create a feedback loop that exacerbates math anxiety and reduces proficiency.