| Title: |
Calculated Avoidance: Math Anxiety Predicts Math Avoidance in Effort Based-Decision Making |
| Language: |
English |
| Authors: |
Choe, Kyoung Whan; Jenifer, Jalisha B.; Rozek, Christopher S.; Berman, Marc G.; Beilock, Sian L. |
| Source: |
Grantee Submission. 2019 5(11). |
| Peer Reviewed: |
Y |
| Page Count: |
10 |
| Publication Date: |
2019 |
| Sponsoring Agency: |
National Science Foundation (NSF); Institute of Education Sciences (ED) |
| Contract Number: |
DRL0746970; BCS1632445; GRFP1144082/1746045; R305C050076 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Mathematics Anxiety; Decision Making; Problem Solving; Difficulty Level; Cognitive Processes; Selection; Rewards; Correlation; Adults; Rating Scales; Likert Scales; Measures (Individuals); Social Desirability; Predictor Variables |
| Assessment and Survey Identifiers: |
Mathematics Anxiety Rating Scale; State Trait Anxiety Inventory; Marlowe Crowne Social Desirability Scale |
| DOI: |
10.1126/sciadv.aay1062 |
| ISSN: |
2375-2548 |
| Abstract: |
Math anxiety--negative feelings toward math--is hypothesized to be associated with the avoidance of math-related activities such as taking math courses and pursuing STEM careers. However, there is little experimental evidence for the math anxiety-avoidance link. Such evidence is important for formulating how to break this relationship. We hypothesize that math avoidance emerges when one perceives the costs of effortful math engagement to outweigh its benefits and that this perception depends on individual differences in math anxiety. To test this hypothesis, we developed an effort-based decision-making task in which participants chose between solving easy, low-reward problems and hard, high-reward problems in both math and nonmath contexts. Higher levels of math anxiety were associated with a tendency to select easier, low-reward problems over harder, high-reward math (but not word) problems. Addressing this robust math anxiety-avoidance link has the potential to increase interest and success in STEM fields. |
| Abstractor: |
As Provided |
| Notes: |
https://osf.io/t4wju |
| IES Funded: |
Yes |
| Entry Date: |
2020 |
| Accession Number: |
ED606678 |
| Database: |
ERIC |