ReviewFrontiers in behavioral neuroscience2018
A Framework for Studying the Heterogeneity of Risk Factors in Math Anxiety.
Review in Frontiers in behavioral neuroscience, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Relations Between Parents' Math Anxiety and Children's Math Learning: The Role of Homework Help.Developmental science · 2026Article
- Parental involvement and math anxiety: a dual pathway to the math anxiety of children.Frontiers in psychology · 2026Article
- Arithmetic and reading skills mediate the link between math and reading anxiety and word problem solving.Scientific reports · 2025Article
- Mathematics on the blackboard! Emotional processing of math-related pictures in individuals with math anxiety.Scientific reports · 2025Article
- The effect of student-perceived teacher support on math anxiety: chain mediation of teacher-student relationship and math self-efficacy.Frontiers in psychology · 2024Article
- Math Anxiety Is Related to Math Difficulties and Composed of Emotion Regulation and Anxiety Predisposition: A Network Analysis Study.Brain sciences · 2021Article
- Longitudinal Performance in Basic Numerical Skills Mediates the Relationship Between Socio-Economic Status and Mathematics Anxiety: Evidence From Chile.Frontiers in psychology · 2020Article
Corrections and comments
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Authors and funding
4 authors.
Funding
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Abstract
Math anxiety is a prevalent disorder which affects many people worldwide. Here, we draw together ample evidence to suggest a dynamic developmental bio-psycho-social model. The model highlights the complex pathways towards the development of math anxiety, with a focus on dynamism. That is, math anxiety is viewed here as a dynamic interplay between environmental (parenting style, as well as social style including teachers' attitude, instruction strategies and wider social effects) and intrinsic factors (i.e., neuro-cognitive and genetic predispositions, including brain malfunctions, heritability, predisposition towards general anxiety) and basic numerical cognition and affective factors. The model predicts that the dynamic interplay between these factors can either prevent or promote math anxiety's effects on the development of heterogeneous symptoms. Considering the universal nature of math anxiety, a systematic description of the vulnerability factors that contribute to the development of math anxiety is vital. Such information may be of particular value in informing the design of preventive interventions as well as of specific intervention tools.
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