Mathematics anxiety does not moderate the effect of mathematics test practice on subsequent performance¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students with above-average mathematics anxiety appeared to benefit similarly from test practice as students with lower anxiety; point estimates were similar and neither reached statistical significance alone. → Avvisati 2020

Evidence¶

Avvisati 2020¶

Avvisati, F., & Borgonovi, F. (2020). Learning Mathematics Problem Solving through Test Practice: a Randomized Field Experiment on a Global Scale. Educational Psychology Review, 32, 791–814. https://doi.org/10.1007/s10648-020-09520-6

q3 · i? · causal · r3

Moderation analysis (model 9 in Table 4, N = 12,665) using a binary indicator of above-average mathematics anxiety derived from the PISA background questionnaire. "Point estimates were similar for the two groups" and neither subgroup effect was individually significant; the overall test of equal effects had p = 0.766.

"students who reported above-average levels of math anxiety may have benefited just as much as students with lower levels of math anxiety from test practice. Point estimates were similar for the two groups (none of which reaches statistical significance alone, due, also, to the smaller sample size for this analysis)"

Discussion¶

Learner Variables¶

• Academic Anxiety — moderator: an instructional effect differs with it
• Affect Regulation — moderator: an instructional effect differs with it

Related Claims¶

• Math anxiety has a small-to-moderate negative correlation with math achievement (r = −.28) in a meta-analysis of correlations from 223 studies — related
• Mathematics test practice does not improve domain-general problem-solving ability — related
• The learning benefit of mathematics test practice is larger for boys than for girls — related