Diverging roles of domain-specific anxieties in number-space associations. Insights from a multi-directional number line paradigm.

Abstract

Rapidly evolving scientific, technological and societal advancements depend on those who are accomplished in mathematics, so uncovering the underpinnings of maths performance remains a valuable topic of research. The interplay between numerical and spatial aspects of cognition is of interest in this respect, and interference in this relationship from domain-specific anxieties present potential long-term consequences for overall maths learning and achievement. This study examines the impacts of maths anxiety and spatial anxiety on visuo-spatial elements of mathematical performance i.e. number line estimation. Across three separate experiments, we examine how different variations of the number line estimation task (i.e. directionality, range and unbounding) tap into spatial aspects of numerical cognitive interaction with domain-specific anxieties. Secondarily, we explore the pertinent relationship between these emotional factors and gender. We implemented three adaptations of the multi-directional number line task to simultaneously assess elements of individual differences in spatial-numerical associations. The paradigm was administered online to 471 participants in the United Kingdom across three studies. Regression models indicated that while directional number line estimation was predicted by maths anxiety, no relationship was found for spatial anxiety in any of the three experiments. While no differences in gender were found in task performance, significant differences existed in both anxiety domains. We discuss results in the context of the solid, yet elusive relationships between numerical and spatial processing and the affective underpinnings of mathematics performance in adults.