ArticleTranslational psychiatry2020
Genetic factors underlie the association between anxiety, attitudes and performance in mathematics.
Article in Translational psychiatry, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
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Who cites it
17 citing papers in PubMed, 35 citations in OpenAlex.
- Non-cognitive skills mediate education-related polygenic score associations with academic achievement across development.Nature communications · 2026Article
- Anxiety and Performance in High-Achieving Adolescents: Associations Among 8 General and Specific Anxiety Measures and 13 School Grades.PsyCh journal · 2026Article
- Reading and math anxiety in children: differential roles of state and trait components in academic performance, and the moderating effects of intelligence and time pressure.Frontiers in child and adolescent psychiatry · 2026Article
- Trait and state mathematics anxiety in autistic and non-autistic school-aged boys.Autism : the international journal of research and practice · 2025Article
- Gene-environment correlation: the role of family environment in academic development.Molecular psychiatry · 2025Article
- Mathematics interest, self-efficacy, and anxiety predict STEM career choice in emerging adulthood.NPJ science of learning · 2024Article
- Genetic associations between non-cognitive skills and academic achievement over development.Nature human behaviour · 2024Article
- Factors predicting the mathematics anxiety of adolescents: a structural equation modeling approach.Frontiers in psychiatry · 2024Article
- Genetic contributions of noncognitive skills to academic development.bioRxiv : the preprint server for biology · 2023Article
- Genetic contributions of noncognitive skills to academic development.Research square · 2023Article
- Exploring control-value motivational profiles of mathematics anxiety, self-concept, and interest in adolescents.Frontiers in psychology · 2023Article
- Appraisals of previous math experiences play an important role in math anxiety.Annals of the New York Academy of Sciences · 2022Article
- Genetic and Environmental Factors of Non-Ability-Based Confidence.Social psychological and personality science · 2022Article
- Mathematics and Numerosity but Not Visuo-Spatial Working Memory Correlate with Mathematical Anxiety in Adults.Brain sciences · 2022Article
- Math Anxiety Is Related to Math Difficulties and Composed of Emotion Regulation and Anxiety Predisposition: A Network Analysis Study.Brain sciences · 2021Article
- Neurocognitive mechanisms explaining the role of math attitudes in predicting children's improvement in multiplication skill.Cognitive, affective & behavioral neuroscience · 2021Article
- Students' Motivation and Affection Profiles and Their Relation to Mathematics Achievement, Persistence, and Behaviors.Frontiers in psychology · 2020Article
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Authors and funding
7 authors at 6 institutions in 3 countries.
Funding
Abstract
Students struggling with mathematics anxiety (MA) tend to show lower levels of mathematics self-efficacy and interest as well as lower performance. The current study addresses: (1) how MA relates to different aspects of mathematics attitudes (self-efficacy and interest), ability (understanding numbers, problem-solving ability, and approximate number sense) and achievement (exam scores); (2) to what extent these observed relations are explained by overlapping genetic and environmental factors; and (3) the role of general anxiety in accounting for these associations. The sample comprised 3410 twin pairs aged 16-21 years, from the Twins Early Development Study. Negative associations of comparable strength emerged between MA and the two measures of mathematics attitudes, phenotypically (~ -0.45) and genetically (~ -0.70). Moderate negative phenotypic (~ -0.35) and strong genetic (~ -0.70) associations were observed between MA and measures of mathematics performance. The only exception was approximate number sense whose phenotypic (-0.10) and genetic (-0.31) relation with MA was weaker. Multivariate quantitative genetic analyses indicated that all mathematics-related measures combined accounted for ~75% of the genetic variance in MA and ~20% of its environmental variance. Genetic effects were largely shared across all measures of mathematics anxiety, attitudes, abilities and achievement, with the exception of approximate number sense. This genetic overlap was not accounted for by general anxiety. These results have important implications for future genetic research concerned with identifying the genetic underpinnings of individual variation in mathematics-related traits, as well as for developmental research into how children select and modify their mathematics-related experiences partly based on their genetic predispositions.
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