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Where Did the Time Go? Math Anxiety, Processing Speed, and Their Impact on Speeded Math Performance
Where Did the Time Go? Math Anxiety, Processing Speed, and Their Impact on Speeded Math Performance
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105131
- ISBN
- 9798297611740
- DDC
- 510
- 서명/저자
- Where Did the Time Go? Math Anxiety, Processing Speed, and Their Impact on Speeded Math Performance
- 발행사항
- [Sl] : Columbia University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 95 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-04, Section: A.
- 주기사항
- Advisor: Lovett, Benjamin J.
- 학위논문주기
- Thesis (Ph.D.)--Columbia University, 2025.
- 초록/해제
- 요약The correlation between math anxiety (MA) and math performance (MP) has received increased attention, but prior research has been inconsistent or insufficient to provide meaningful insight into why the two are associated. This study aimed to identify if the MA-MP association is stronger on timed versus untimed measures; if within this association, processing speed plays a mediating role; whether gender acts as a predictor of MP and moderates the MA-MP association; and finally, whether MA predicts MP over and above generalized anxiety. The study sample comprised of archival data from 474 8-13-year-old participants from the Healthy Brain Network and used results from cognitive and academic standardized testing and ratings on anxiety scale questionnaires. Results showed a measurable negative association between MA and MP across timed and untimed math tasks. This association was most significant for tasks requiring applied problem-solving skills compared to math fluency tasks, and processing speed was not found to have a significant mediating effect, as was hypothesized. Significant gender differences were found, with females experiencing more math anxiety; this anxiety was also found to more significantly relate to their performance on math tasks. Furthermore, math-specific anxiety was found to predict math performance over and above generalized anxiety. Interventions should focus on identifying and reducing math anxiety, with special consideration given to gender differences and the context in which math tasks are presented.
- 일반주제명
- Mathematics education
- 일반주제명
- Educational psychology
- 일반주제명
- Mental health
- 일반주제명
- Developmental psychology
- 일반주제명
- Cognitive psychology
- 키워드
- Math anxiety
- 키워드
- Math fluency
- 키워드
- Math performance
- 키워드
- Processing speed
- 기타저자
- Columbia University TC: School Psychology
- 기본자료저록
- Dissertations Abstracts International. 87-04A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798297611740
■035 ▼a(MiAaPQ)AAI32239217
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a510
■1001 ▼aFitzgerald, Katie.
■24510▼aWhere Did the Time Go? Math Anxiety, Processing Speed, and Their Impact on Speeded Math Performance
■260 ▼a[Sl]▼bColumbia University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a95 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-04, Section: A.
■500 ▼aAdvisor: Lovett, Benjamin J.
■5021 ▼aThesis (Ph.D.)--Columbia University, 2025.
■520 ▼aThe correlation between math anxiety (MA) and math performance (MP) has received increased attention, but prior research has been inconsistent or insufficient to provide meaningful insight into why the two are associated. This study aimed to identify if the MA-MP association is stronger on timed versus untimed measures; if within this association, processing speed plays a mediating role; whether gender acts as a predictor of MP and moderates the MA-MP association; and finally, whether MA predicts MP over and above generalized anxiety. The study sample comprised of archival data from 474 8-13-year-old participants from the Healthy Brain Network and used results from cognitive and academic standardized testing and ratings on anxiety scale questionnaires. Results showed a measurable negative association between MA and MP across timed and untimed math tasks. This association was most significant for tasks requiring applied problem-solving skills compared to math fluency tasks, and processing speed was not found to have a significant mediating effect, as was hypothesized. Significant gender differences were found, with females experiencing more math anxiety; this anxiety was also found to more significantly relate to their performance on math tasks. Furthermore, math-specific anxiety was found to predict math performance over and above generalized anxiety. Interventions should focus on identifying and reducing math anxiety, with special consideration given to gender differences and the context in which math tasks are presented.
■590 ▼aSchool code: 0054.
■650 4▼aMathematics education
■650 4▼aEducational psychology
■650 4▼aMental health
■650 4▼aDevelopmental psychology
■650 4▼aCognitive psychology
■653 ▼aMath anxiety
■653 ▼aMath fluency
■653 ▼aMath performance
■653 ▼aProcessing speed
■653 ▼aHealthy Brain Network
■690 ▼a0620
■690 ▼a0525
■690 ▼a0633
■690 ▼a0347
■690 ▼a0280
■71020▼aColumbia University▼bTC: School Psychology.
■7730 ▼tDissertations Abstracts International▼g87-04A.
■790 ▼a0054
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359516▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
