MAOA-LPR polymorphism and math anxiety: A marker of genetic susceptibility to social influences in girls?

Autor/inn/en	Santos Carvalho, Maria Raquel; Barbosa de Carvalho, Andre Henrique; Paiva, Giulia Moreira; Andrade Jorge, Carolina de Castro; Santos, Fernanda Caroline dos; Koltermann, Gabriella; Salles, Jerusa Fumagalli de; Moeller, Korbinian; Wood, Guilherme Maia de Oliveira; Haase, Vitor Geraldi
Titel	MAOA-LPR polymorphism and math anxiety: A marker of genetic susceptibility to social influences in girls? Gefälligkeitsübersetzung: MAOA-LPR-Polymorphismus und Mathematik-Angst: Ein Marker für die genetische Anfälligkeit von Mädchen für soziale Einflüsse?
Quelle	In: Annals of the New York Academy of Sciences, 1516 (2022) 1, S. 135-150 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0077-8923; 1749-6632
DOI	10.1111/nyas.14814
Schlagwörter	Frau; Schulangst; Enzym; Gen; Genotyp; Geschlecht; Neurobiologie; Mathematik; Variante
Abstract	Math anxiety (MA) seems to result from an interaction of genetic vulnerability with negative experiences learning mathematics. Although mathematics achievement does not substantially differ between the sexes, MA levels are usually higher in girls. Molecular genetic markers of MA vulnerability have been seldom explored. This article examines the contribution of the monoamine oxidase A gene (MAOA) to MA and to sex differences in MA. Five hundred and sixty-eight third to fifth graders were genotyped for the MAOA-LPR polymorphism (a repetitive element in MAOA promoter that has been associated with MAOA enzymatic activity), and assessed on general cognitive ability, mathematics achievement, and the cognitive and affective dimensions of MA. MAOA-LPR genotypes were classified as high (MAOA-H) or low (MAOA-L) according to their predicted enzymatic activity. Mixed models controlling for effects of school, sex, general cognitive ability, and mathematics achievement were evaluated. The best fitting model included school, math achievement, sex, MAOA-LPR, and the MAOA-LPR by sex interaction. This indicated that under the MAOA-H dominant model, anxiety toward mathematics interacted with the MAOA genotype: girls with an MAOA-L genotype exhibited higher levels of MA, with a small but significant effect. The association between MAOA-L genotype and MA in girls may represent an example of developmental plasticity. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/3