Department of Psychology, University of Western Ontario, London, ON, Canada.
Department of Psychology, University of Western Ontario, London, ON, Canada.
Trends Cogn Sci. 2024 Oct;28(10):937-947. doi: 10.1016/j.tics.2024.07.006. Epub 2024 Aug 14.
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.
数学焦虑与数学成绩之间存在着显著的关联，焦虑程度越高，成绩越低。由于数学能力在个人和社会层面都至关重要，因此理解这种关系至关重要。在这篇综述中，我们探讨了两个主要理论：减少能力理论认为，最初的低数学成绩导致了数学焦虑，而加工效率理论则认为，数学焦虑通过分散认知资源来损害表现。虽然这些理论得到了实证证据的支持，但它们并不能完全解释将数学焦虑与成绩联系起来的中介因素。我们提出“数学回避”作为一个关键的中介因素，表明通过条件作用形成的回避行为会产生一个反馈循环，从而加剧数学焦虑并降低熟练度。
