Math anxiety mediated the effect of gender on pretest monitoring judgments in exploratory analyses¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Exploratory supplemental analyses indicated that math anxiety mediated the effect of gender on pretest monitoring judgments. → Scheibe 2022

Evidence¶

Scheibe 2022¶

Scheibe, D. A., Fitzsimmons, C. J., Mielicki, M. K., Taber, J. M., Sidney, P. G., Coifman, K., & Thompson, C. A. (2022). Confidence in COVID problem solving: What factors predict adults’ item-level metacognitive judgments on health-related math problems before and after an educational intervention? Metacognition and Learning. https://doi.org/10.1007/s11409-022-09300-3

q2 · i? · associational · r2

Exploratory mediation analysis reported in the Discussion and detailed in the article's supplemental file, from the secondary analysis of the 1,177-participant dataset. The article reports that "math anxiety mediated the effect of gender on pretest monitoring judgments"; no mediation coefficients or effect sizes are printed in the available text.

"Further exploratory analyses (see Supplemental File) revealed that math anxiety mediated the effect of gender on pretest monitoring judgments."

Discussion¶

Related Claims¶

• Adults who answered health math problems correctly reported higher monitoring judgments than those who answered incorrectly, with larger differences at posttest than pretest — related
• Adults randomly assigned to a worked-example educational intervention made higher post-intervention monitoring judgments on health math problems than control participants — related
• Math self-efficacy (first four SNS items) was the only variable significantly predicting monitoring judgments on all four health math problems — related
• Men reported higher monitoring judgments on health math problems than women, even accounting for performance accuracy — related
• Math anxiety partially mediates the relation between attention problems and both math outcomes — related