The Mediating Role of Attention in the Association between Math Anxiety and Math Performance: An Eye-Tracking Study

Autor/inn/en	Li, Tianyu; Quintero, Michaela; Galvan, Michael; Shanafelt, Sierra; Hasty, Leslie M.; Spangler, Derek P.; Lyons, Ian M.; Mazzocco, Michèle M. M.; Brockmole, James R.; Hart, Sara A.; Wang, Zhe
Titel	The Mediating Role of Attention in the Association between Math Anxiety and Math Performance: An Eye-Tracking Study
Quelle	In: Journal of Educational Psychology, 115 (2023) 2, S.229-240 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Tianyu) ORCID (Brockmole, James R.) ORCID (Hart, Sara A.) ORCID (Wang, Zhe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000759
Schlagwörter	Correlation; Eye Movements; Problem Solving; Mathematics Anxiety; Attention Control; Task Analysis; Middle School Students; Elementary School Students; Learning Theories; Mathematics Achievement; Learning Problems; Longitudinal Studies; Texas + Suchen Sie Ihr Suchwort? Korrelation; Augenbewegung; Problemlösen; Aufmerksamkeitstest; Aufgabenanalyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Learning theory; Lerntheorie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernproblem; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Math anxiety (MA) and math performance are generally negatively correlated (Barroso et al., 2021; Namkung et al., 2019). However, the mechanisms underlying this negative association remain unclear. According to the attentional control theory (ACT; Eysenck et al., 2007), anxious individuals experience impaired attentional control during problem solving, which compromises their performance on cognitive tasks. In a sample of 168 elementary and middle school students, the current study used an eye-tracking approach to investigate whether math-anxious students exhibit deficits in their attentional control during a math problem solving task and whether such attentional control deficits account for the negative association between MA and performance on this math task. Consistent with the ACT, we found that students with higher MA were more likely to engage attention to both task-relevant and task-irrelevant distractors during problem solving, and their enhanced attention to these distractors was associated with their impaired performance on the math task. These findings suggest that the MA-related math performance deficit is partly mediated by impaired attentional control, which is indicated by the maladaptive attentional bias toward distracting information during math problem solving. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01