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Math anxiety relates positively to metacognitive insight into mathematical decision making

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Abstract
The current study reports a pre-registered investigation into the interrelations between mathematics anxiety, metacognition and mathematical decision-making. Although this question has already received some attention in previous work, reliance on self-report measures of metacognition has hindered its interpretation. Here, a novel experimental mathematical decision-making task was used in which participants solved mathematical assignments of varying difficulty, and expressed their level of confidence in the accuracy of their decision both prospectively and retrospectively. Mathematics anxiety was measured using a standardized questionnaire. Both prospective and retrospective confidence judgments predicted unique variation in accuracy; however, the explanatory effect of prospective confidence disappeared after taking task difficulty into account. This suggests that prospective, but not retrospective, confidence is largely based on easily available cues indicative of performance. Results of a multiple regression analysis indicated that individual differences in mathematics anxiety were negatively related to the overall level of confidence (both prospectively and retrospectively), and positively related to metacognitive efficiency (only prospectively). Having insight in these interrelationships is important in the context of remediating mathematics anxiety, which might in turn be useful with regard to the worldwide need for more workers with degrees in science, technology, engineering, or mathematics (STEM).
Keywords
Arts and Humanities (miscellaneous), Developmental and Educational Psychology, Experimental and Cognitive Psychology, General Medicine, Mathematics anxiety, Mathematical decision-making, Metacognition, Metacognitive efficiency, WORKING-MEMORY, SCALE AMAS, PERFORMANCE, JUDGMENTS, VALIDITY, RELIABILITY, BELIEFS, SUCCESS, Meta-d'

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MLA
Desender, Kobe, and Delphine Sasanguie. “Math Anxiety Relates Positively to Metacognitive Insight into Mathematical Decision Making.” PSYCHOLOGICAL RESEARCH-PSYCHOLOGISCHE FORSCHUNG, vol. 86, no. 3, 2022, pp. 1001–13, doi:10.1007/s00426-021-01511-8.
APA
Desender, K., & Sasanguie, D. (2022). Math anxiety relates positively to metacognitive insight into mathematical decision making. PSYCHOLOGICAL RESEARCH-PSYCHOLOGISCHE FORSCHUNG, 86(3), 1001–1013. https://doi.org/10.1007/s00426-021-01511-8
Chicago author-date
Desender, Kobe, and Delphine Sasanguie. 2022. “Math Anxiety Relates Positively to Metacognitive Insight into Mathematical Decision Making.” PSYCHOLOGICAL RESEARCH-PSYCHOLOGISCHE FORSCHUNG 86 (3): 1001–13. https://doi.org/10.1007/s00426-021-01511-8.
Chicago author-date (all authors)
Desender, Kobe, and Delphine Sasanguie. 2022. “Math Anxiety Relates Positively to Metacognitive Insight into Mathematical Decision Making.” PSYCHOLOGICAL RESEARCH-PSYCHOLOGISCHE FORSCHUNG 86 (3): 1001–1013. doi:10.1007/s00426-021-01511-8.
Vancouver
1.
Desender K, Sasanguie D. Math anxiety relates positively to metacognitive insight into mathematical decision making. PSYCHOLOGICAL RESEARCH-PSYCHOLOGISCHE FORSCHUNG. 2022;86(3):1001–13.
IEEE
[1]
K. Desender and D. Sasanguie, “Math anxiety relates positively to metacognitive insight into mathematical decision making,” PSYCHOLOGICAL RESEARCH-PSYCHOLOGISCHE FORSCHUNG, vol. 86, no. 3, pp. 1001–1013, 2022.
@article{01GRJY12D6ENRMXEFZN1G7T50G,
  abstract     = {{The current study reports a pre-registered investigation into the interrelations between mathematics anxiety, metacognition and mathematical decision-making. Although this question has already received some attention in previous work, reliance on self-report measures of metacognition has hindered its interpretation. Here, a novel experimental mathematical decision-making task was used in which participants solved mathematical assignments of varying difficulty, and expressed their level of confidence in the accuracy of their decision both prospectively and retrospectively. Mathematics anxiety was measured using a standardized questionnaire. Both prospective and retrospective confidence judgments predicted unique variation in accuracy; however, the explanatory effect of prospective confidence disappeared after taking task difficulty into account. This suggests that prospective, but not retrospective, confidence is largely based on easily available cues indicative of performance. Results of a multiple regression analysis indicated that individual differences in mathematics anxiety were negatively related to the overall level of confidence (both prospectively and retrospectively), and positively related to metacognitive efficiency (only prospectively). Having insight in these interrelationships is important in the context of remediating mathematics anxiety, which might in turn be useful with regard to the worldwide need for more workers with degrees in science, technology, engineering, or mathematics (STEM).}},
  author       = {{Desender, Kobe and Sasanguie, Delphine}},
  issn         = {{0340-0727}},
  journal      = {{PSYCHOLOGICAL RESEARCH-PSYCHOLOGISCHE FORSCHUNG}},
  keywords     = {{Arts and Humanities (miscellaneous),Developmental and Educational Psychology,Experimental and Cognitive Psychology,General Medicine,Mathematics anxiety,Mathematical decision-making,Metacognition,Metacognitive efficiency,WORKING-MEMORY,SCALE AMAS,PERFORMANCE,JUDGMENTS,VALIDITY,RELIABILITY,BELIEFS,SUCCESS,Meta-d'}},
  language     = {{eng}},
  number       = {{3}},
  pages        = {{1001--1013}},
  title        = {{Math anxiety relates positively to metacognitive insight into mathematical decision making}},
  url          = {{http://doi.org/10.1007/s00426-021-01511-8}},
  volume       = {{86}},
  year         = {{2022}},
}

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