Trial reportAnnals of the New York Academy of Sciences2026
Initial Evidence of Mathematics Interpretation Bias Intervention Effects on College Students' Mathematics Anxiety.
Trial report in Annals of the New York Academy of Sciences, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Cognitive bias modification of interpretation bias (CBM-I) can significantly reduce negatively biased processing of anxiety-provoking stimuli and scenarios but has not yet been tested in a mathematics context. In this study, we test the direct effects of a brief cognitive bias modification for mathematics interpretations (CBM-MI) on threat-related mathematics interpretation bias and both direct and indirect effects through negative interpretation mathematics bias on mathematics anxiety and performance. In an online study setting, 181 undergraduate students were randomly assigned to either the CBM-MI condition, where they resolved ambiguous mathematics-related scenarios in a positive way, or an active control condition where they answered neutral, nonmathematics scenarios. Results indicated strong CBM-MI effects and significant pre- to post-test changes in negative mathematics interpretation bias. CBM-MI also had a very small direct buffering effect in increasing mathematics anxiety, and did not have any direct effects on mathematics fluency. Negative mathematics interpretation bias mediated the relation between CBM-MI and mathematics anxiety, but not mathematics fluency. These findings provide support for moderately sized near-transfer effects of CBM-MI in reducing threat-related mathematics interpretation bias and evidence of bias mediating the link between CBM-MI and mathematics anxiety. Research should continue to investigate CBM-MI to optimize its mathematics anxiety effects.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.