Abstract
This review considers the two possible causal directions between mathematics anxiety (MA) and poor mathematics performance. Either poor maths performance may elicit MA (referred to as the Deficit Theory), or MA may reduce future maths performance (referred to as the Debilitating Anxiety Model). The evidence is in conflict: the Deficit Theory is supported by longitudinal studies and studies of children with mathematical learning disabilities, but the Debilitating Anxiety Model is supported by research which manipulates anxiety levels and observes a change in mathematics performance. It is suggested that this mixture of evidence might indicate a bidirectional relationship between MA and mathematics performance (the Reciprocal Theory), in which MA and mathematics performance can influence one another in a vicious cycle.
Highlights
A pertinent question in mathematics anxiety (MA) research is whether MA causes poor maths performance, or whether poor maths performance elicits MA
Mathematics anxiety can be defined as a state of discomfort around the performance of mathematical tasks (Ma and Xu, 2004), and is generally measured using self-report trait anxiety questionnaires
The first of these directions is encapsulated by the Deficit Theory, which claims that poor performance, for example in tests or maths, leads to higher anxiety about that situation in the future (Tobias, 1986)
Summary
A pertinent question in mathematics anxiety (MA) research is whether MA causes poor maths performance, or whether poor maths performance elicits MA. The anxiety-performance link has two possible causal directions, which have been extended into the specific field of MA (Hembree, 1990) The first of these directions is encapsulated by the Deficit Theory, which claims that poor performance, for example in tests or maths, leads to higher anxiety about that situation in the future (Tobias, 1986). Since deficit and debilitating anxiety theories may be applied to anxiety outside of the field of maths, we sometimes examine research into anxiety more generally Whilst this forms a theoretical basis for deficit- and debilitating anxietybased models, it is possible that MA and maths performance have a different causal relationship than do other forms of anxiety. We focus on research on MA using research into other anxiety types only where similar research on MA is unavailable but may be useful to carry out
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