Math anxiety is associated with skipping problems and less help-seeking behavior after error commission

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-03-27 DOI:10.1016/j.lindif.2025.102681

Yurou Wang , Jihong Zhang , Macarena Suárez Pellicioni

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引用次数: 0

Abstract

Math anxiety is a significant barrier to STEM participation and success. This study investigates the influence of math anxiety and autonomy support on students' post-error problem-solving behaviors. 111 participants participated in this study. Autonomy support was manipulated by randomly assigning participants to choice and no-choice group. Math anxiety was assessed using a questionnaire. Participants had three options after making an error in a math task: skipping the problem (avoidance), asking for a hint (help-seeking), or solving the question by oneself (self-reliance). Structural Equation Modeling results revealed that higher levels of math anxiety were associated with increased skipping of problems and decreased help-seeking behaviors after an error. Autonomy support showed no significant effects on post-error behaviors. These findings suggest math avoidance after error commission in high math anxious adults and highlight the need to develop interventions targeting more adaptive post-error behaviors in these individuals.

Education relevance and implications

This study highlights the significant impact of math anxiety on students' problem-solving behaviors after making errors. Specifically, it reveals that individuals with high math anxiety are more likely to skip problems and less likely to seek help, which can hinder their learning and perpetuate a cycle of poor performance. These findings underscore the importance of developing educational interventions that encourage perseverance and help-seeking behaviors, helping students overcome math anxiety and improve their math skills. Such interventions could ultimately enhance students' engagement and success in STEM fields.

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).