ArticleFrontiers in psychology2016
Age-Related Differences of Individuals' Arithmetic Strategy Utilization with Different Level of Math Anxiety.
Article in Frontiers in psychology, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
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Who cites it
8 citing papers in PubMed, 1 synthesis or guideline pooled it.
- A meta-analysis of the relation between math anxiety and math achievement.Psychological bulletin · 2021Pooled it
- Differential Effects of Emotion-Label Words and Emotion-Laden Words Priming on Estimation Performance: A Disassociation from Math Anxiety.Journal of psycholinguistic research · 2026Article
- Estimation performance is modulated by emotional valence and stimulus onset asynchrony (SOA): evidence from priming paradigm.BMC psychology · 2025Article
- Estimation Strategy Utilization Is Modulated by Implicit Emotion Regulation: Evidence from Behavioral and Event-Related Potentials Studies.Brain sciences · 2022Article
- Estimation Strategy Selection Is Modulated by Snapshot Emotional Priming, but Not Math Anxiety.International journal of environmental research and public health · 2022Article
- Emotional valence modulates arithmetic strategy execution in priming paradigm: an event-related potential study.Experimental brain research · 2021Article
- Non-adaptive strategy selection in adults with high mathematical anxiety.Scientific reports · 2018Article
- The Central Executive Mediates the Relationship Between Children's Approximate Number System Acuity and Arithmetic Strategy Utilization in Computational Estimation.Frontiers in psychology · 2018Article
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5 authors.
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Abstract
The present study used the choice/no-choice method to investigate the effect of math anxiety on the strategy used in computational estimation and mental arithmetic tasks and to examine age-related differences in this regard. Fifty-seven fourth graders, 56 sixth graders, and 60 adults were randomly selected to participate in the experiment. Results showed the following: (1) High-anxious individuals were more likely to use a rounding-down strategy in the computational estimation task under the best-choice condition. Additionally, sixth-grade students and adults performed faster than fourth-grade students on the strategy execution parameter. Math anxiety affected response times (RTs) and the accuracy with which strategies were executed. (2) The execution of the partial-decomposition strategy was superior to that of the full-decomposition strategy on the mental arithmetic task. Low-math-anxious persons provided more accurate answers than did high-math-anxious participants under the no-choice condition. This difference was significant for sixth graders. With regard to the strategy selection parameter, the RTs for strategy selection varied with age.
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