The Influence of Individual Differences in Math Anxiety on Learning Novel Mathematics Content

Abstract

Women are vastly underrepresented in science, technology, engineering, and mathematics careers, and one contributing factor is math anxiety. Previous research finds that math anxiety is negatively associated with math performance and achievement, and positively associated with avoidance of math intensive fields. However, our current understanding of the influence of math anxiety on learning of new math knowledge is lacking. To develop interventions that mitigate the negative effects of math anxiety, we need to have a better understanding of the influence of math anxiety on learning of new math content and its interaction with common study strategies. If math anxiety only influences performance of math knowledge, future interventions would need to focus on mitigating the depressing effect of math anxiety on performance, but if math anxiety also interferes with learning of new math information, future interventions would also need to address strategies to improve mastery of math information for individuals with high math anxiety. The current dissertation aims to 1) determine the extent to which math anxiety interferes with learning of new math content, 2) determine if some study strategies lead to different learning outcomes based on individual differences in math anxiety and general math skill, and 3) determine if individuals with high math anxiety use different study strategies than individuals with low math anxiety. To address aims 1 and 2, we ran three experimental studies. Participants were randomly assigned to study a novel math procedure either with examples or by completing practice problems and completed measures of math anxiety and math skill. We found consistent evidence across the first three studies that individuals with math anxiety tend to have lower learning outcomes than their less anxious counterparts, above and beyond their math skill (aim 1). In contrast, the effects of studying with either examples or practice problems for individuals with low math skill and high math anxiety were less robust (aim 2). In study 1, we found that individuals with low math skill had lower learning outcomes when studying examples compared to completing practice problems. In study 3, we found that individuals with high math anxiety had lower learning outcomes when completing practice problems compared to studying examples. To address aim 3, participants who had recently taken a quantitative course completed a survey assessing their math anxiety and use of effective and less effective study habits (based on the existing literature; e.g. self-testing versus rereading). We found that individuals with high math anxiety reported increased use of study strategies seen as ineffective and decreased use of study strategies thought to be more effective for learning based on previous literature. Our findings suggest that one reason that math anxious women might be opting out of higher STEM education is because they are having difficulty mastering the required math coursework. Future interventions for math anxiety should focus on increasing mastery of math material and encouraging the use of evidence-based study strategies. However, much more research is needed to further understand the way in which math anxiety interferes with learning of new math content.