The Impact of Mathematics Anxiety on Stress Appraisals, Neuroendocrine Responses, and Academic Performance in a Community College Sample

Autor/inn/en	Jamieson, Jeremy P.; Black, Alexandra E.; Pelaia, Libbey E.; Reis, Harry T.
Titel	The Impact of Mathematics Anxiety on Stress Appraisals, Neuroendocrine Responses, and Academic Performance in a Community College Sample
Quelle	In: Journal of Educational Psychology, 113 (2021) 6, S.1164-1176 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jamieson, Jeremy P.) ORCID (Black, Alexandra E.) ORCID (Pelaia, Libbey E.) ORCID (Reis, Harry T.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000636
Schlagwörter	Mathematics Anxiety; Stress Variables; Two Year College Students; Community Colleges; Mathematics Instruction; College Mathematics; Physiology; Mathematics Tests; Scores; Correlation; Coping + Suchen Sie Ihr Suchwort? Community college; Community College; Mathematics lessons; Mathematikunterricht; Physiologie; Korrelation; Bewältigung
Abstract	Mathematics anxiety is a major impediment to achievement in mathematics and science academic domains. Although important steps have been made in understanding the psychological processes of mathematics anxiety, as well as developing promising interventions, less is known about the relationship among mathematics anxiety, affective and biological responses, and achievement in stressful performance contexts. Toward this end, the research presented here recruited community college students (N = 478) from 30 mathematics classrooms, and examined associations among mathematics anxiety, stress appraisals, neuroendocrine reactivity (cortisol and testosterone), and exam scores. Higher levels of mathematics anxiety associated with students perceiving more demand and fewer coping resources in exam settings, lower levels of testosterone on exam days relative to baseline, and worse exam performance. Moreover, associations among mathematics anxiety, and neuroendocrine reactivity and performance were partially mediated by stress appraisals. Implications for student achievement, wellbeing, and intervention development are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01