Arithmetic Skill May Refine the Performance of Individuals with High Math Anxiety, Especially in the Calculation Task: An ERP Study

• Published in: Scientific reports Vol. 9; no. 1; pp. 13283 - 11
• Main Authors: Huang, Bijuan, Zhao, Xiaomeng, Li, Hongxia, Yang, Weixing, Cui, Shuang, Gao, Yaru, Si, Jiwei
• Format: Journal Article
• Language: English
• Published: London Nature Publishing Group UK 16.09.2019; Nature Publishing Group
• Subjects: 631/1647/1453; 631/378/1457; 631/477/2811; Academic Performance - psychology; Adolescent; Anxiety; Anxiety - psychology; Attention - physiology; Brain Waves - physiology; Cognitive ability; Electroencephalography; Event-related potentials; Female; Humanities and Social Sciences; Humans; Information processing; Latency; Male; Mathematics; multidisciplinary; Performance Anxiety - psychology; Science; Science (multidisciplinary)
• ISSN: 2045-2322; 2045-2322
• DOI: 10.1038/s41598-019-49627-7

As a global phenomenon, the theme of math anxiety has received increasing attention. The present study aimed to investigate the relationship between math anxiety and performance and determine the role of arithmetic skill in two different tasks. Fifty-seven college freshmen were recruited to perform a comparison task and a calculation task. Only main effect of arithmetic skill was found on the behavioral level. In the comparison task, participants with high math anxiety (HMA) showed faster latencies and greater amplitudes of N1 and longer P3b latency relative to their counterparts with low math anxiety (LMA). Number, as a negative stimulus, occupied attentional resources and delayed the speed of cognitive processing for individuals with HMA. Furthermore, among those with HMA, individuals with high arithmetic skill showed larger amplitudes and shorter latencies of P2 compared with those with low airthmetic skill in the calculation task. Thus, arithmetic skill could refine the performance efficiency of individuals with HMA, especially in the calculation task. These results suggest that educational interventions emphasizing control of negative emotional responses to math stimuli will be more effective when considering different populations of mathematically competent individuals.