The role of expressive writing in math anxiety.

2014 ◽  
Vol 20 (2) ◽  
pp. 103-111 ◽  
Author(s):  
Daeun Park ◽  
Gerardo Ramirez ◽  
Sian L. Beilock
Keyword(s):  
Expressive Writing ◽  
Math Anxiety ◽  
Writing In Math

scholarly journals Examination of moderators of expressive writing in patients with renal cell carcinoma: the role of depression and social support

2016 ◽  
Vol 26 (9) ◽  
pp. 1361-1368 ◽  
Author(s):  
Kathrin Milbury ◽  
Gabriel Lopez ◽  
Amy Spelman ◽  
Christopher Wood ◽  
Surena F. Matin ◽  
...  
Keyword(s):  
Social Support ◽  
Renal Cell Carcinoma ◽  
Cell Carcinoma ◽  
Expressive Writing ◽  
Renal Cell

scholarly journals 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

2020 ◽  
Vol 23 (4) ◽  
pp. 1023-1054
Author(s):  
Monika Szczygieł
Keyword(s):  
Elementary School Children ◽  
Math Achievement ◽  
Math Anxiety ◽  
First Grade ◽  
Third Grade ◽  
Final Grade ◽  
Early School ◽  
The Relationship ◽  
Social Source

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.

scholarly journals ESSENTIAL METHODS OF MATH ANXIETY REGULATION

2021 ◽  
pp. 189-198
Author(s):  
Дарья Михайловна Мацепуро ◽  
Елена Александровна Есипенко ◽  
Ольга Владимировна Терехина
Keyword(s):  
Expressive Writing ◽  
Mathematical Knowledge ◽  
Math Anxiety ◽  
Educational Process ◽  
Mathematical Skills ◽  
Academic Anxiety ◽  
Math Ability ◽  
Potential Applications ◽  
Specific Discipline ◽  
High Level

Представлен феномен математической тревожности и рассмотрены методы, позволяющие регулировать данный вид тревожности, способы их реализации, а также потенциальное применение с точки зрения их эффективности и надежности. Описанные методы практически не проверялись на российских выборках, в связи с этим требуется их дальнейшее изучение и экспериментальная верификация, а также апробация в условиях образовательного процесса. Новая реальность смешанного и онлайн-обучения может способствовать развитию математической тревожности и привести к увеличению количества школьников, испытывающих дискомфорт при работе с числовой информацией. Это требует переосмысления и усовершенствования методов ее регуляции. Math anxiety (MA) is a feeling of fear, worry and discomfort when working with numerical information. Students with a high level of math anxiety tend to avoid mathematics and further study in areas where mathematical knowledge is required. This leads to a shortage of applicants for technical and natural sciences. The development of MA can be caused by: poor mathematical skills, genetic predisposition, socio-environmental factors. In fact, some of the same genetic and environmental reasons affect both math ability and math anxiety. This paper discusses such methods of MA regulation as: expressive writing, reappraisal, relaxation, meditation, mindfulness, art therapy, bibliography, music therapy, and psychophysiological methods (i.e. transcranial stimulation). The effects obtained by these methods, its implementation, as well as potential applications in terms of their effectiveness and reliability have been covered. The studied methods have practically not been tested on Russian samples. Therefore, their further study and experimental verification are required. Regulation methods also require testing in real conditions of the educational process. The new reality of blended and online learning could trigger math and academic anxiety. It is important that some of the proposed methods can be indirectly applied to other types of “academic anxiety” (anxiety caused and experienced by students for other specific discipline).

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