Academic Journal
Προβολή σε EDS

Initial Evidence of Mathematics Interpretation Bias Intervention Effects on College Students' Mathematics Anxiety.

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Initial Evidence of Mathematics Interpretation Bias Intervention Effects on College Students' Mathematics Anxiety.
Συγγραφείς: Barroso C; Department of Educational Psychology, Texas A&M University, College Station, Texas, USA., Yi X; Department of Educational Psychology, Texas A&M University, College Station, Texas, USA., Wang Z; Department of Educational Psychology, Texas A&M University, College Station, Texas, USA.
Πηγή: Annals of the New York Academy of Sciences [Ann N Y Acad Sci] 2026 Sep; Vol. 1563 (1), pp. e70405.
Τύπος έκδοσης: Journal Article; Randomized Controlled Trial
Γλώσσα: English
Στοιχεία περιοδικού: Publisher: New York Academy of Sciences Country of Publication: United States NLM ID: 7506858 Publication Model: Print Cited Medium: Internet ISSN: 1749-6632 (Electronic) Linking ISSN: 00778923 NLM ISO Abbreviation: Ann N Y Acad Sci Subsets: MEDLINE
Imprint Name(s): Publication: 2006- : New York, NY : Malden, MA : New York Academy of Sciences ; Blackwell
Original Publication: New York, The Academy.
Ιατρικοί όροι (MeSH): Anxiety*/prevention & control , Anxiety*/psychology , Students*/psychology , Mathematics*, Cognition/physiology ; Adolescent ; Female ; Humans ; Male ; Young Adult ; Universities
Περίληψη: 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.
(© 2026 The Author(s). Annals of the New York Academy of Sciences published by Wiley Periodicals LLC on behalf of The New York Academy of Sciences.)
References: Psychol Sci. 2007 Mar;18(3):233-9. (PMID: 17444920)
Psychol Bull. 2016 Aug;142(8):831-864. (PMID: 26963369)
J Abnorm Psychol. 2000 Nov;109(4):602-15. (PMID: 11195984)
Br J Psychiatry. 2015 Jan;206(1):7-16. (PMID: 25561486)
Assessment. 2016 Dec;23(6):707-719. (PMID: 26251297)
NPJ Sci Learn. 2021 Jun 14;6(1):17. (PMID: 34127672)
J Consult Clin Psychol. 2012 Dec;80(6):1021-33. (PMID: 22963595)
Behav Ther. 2023 Mar;54(2):290-302. (PMID: 36858760)
Front Psychol. 2017 Jan 19;8:11. (PMID: 28154542)
J Affect Disord. 2020 Nov 1;276:1119-1130. (PMID: 32777650)
Front Psychol. 2022 Jan 20;12:798090. (PMID: 35126249)
Behav Res Ther. 2000 Mar;38(3):273-83. (PMID: 10665160)
Q J Exp Psychol (Hove). 2011 Jan;64(1):10-6. (PMID: 21113858)
NPJ Sci Learn. 2023 Oct 2;8(1):44. (PMID: 37779133)
Dev Psychol. 2011 Nov;47(6):1539-52. (PMID: 21942667)
PLoS One. 2014 Jun 26;9(6):e100925. (PMID: 24968234)
J Numer Cogn. 2019;5(2):122-139. (PMID: 33842689)
J Child Psychol Psychiatry. 2018 Aug;59(8):831-844. (PMID: 29052837)
Front Psychol. 2016 Jan 07;6:1987. (PMID: 26779093)
Assessment. 2003 Jun;10(2):178-82. (PMID: 12801189)
Sci Adv. 2019 Nov 20;5(11):eaay1062. (PMID: 31799398)
Psychon Bull Rev. 2007 Apr;14(2):243-8. (PMID: 17694908)
PLoS One. 2017 Apr 6;12(4):e0175107. (PMID: 28384301)
Behav Cogn Psychother. 2012 Oct;40(5):618-33. (PMID: 22127022)
Psychol Res. 1987;49(2-3):189-95. (PMID: 3313488)
Br J Educ Psychol. 2022 Sep;92(3):955-973. (PMID: 34957545)
J Child Psychol Psychiatry. 2018 Nov;59(11):1127-1142. (PMID: 29052865)
J Abnorm Child Psychol. 2018 Jan;46(1):159-167. (PMID: 28299526)
Behav Ther. 2022 Sep;53(5):967-980. (PMID: 35987552)
PLoS One. 2016 Apr 21;11(4):e0153857. (PMID: 27100631)
Cognit Ther Res. 2010 Jun;34(3):292-296. (PMID: 20495620)
J Exp Psychol Gen. 2001 Jun;130(2):224-37. (PMID: 11409101)
Eur Arch Psychiatry Clin Neurosci. 2019 Mar;269(2):195-207. (PMID: 28803349)
Psychosom Med. 1995 Sep-Oct;57(5):468-74. (PMID: 8552738)
Behav Res Ther. 2022 Oct;157:104180. (PMID: 36037642)
Sci Rep. 2023 Feb 25;13(1):3294. (PMID: 36841855)
Psychol Bull. 2021 Feb;147(2):134-168. (PMID: 33119346)
Psychol Bull. 2004 Mar;130(2):289-303. (PMID: 14979773)
Cognit Ther Res. 2013 Apr;37(2):. (PMID: 24179287)
Acta Psychol (Amst). 2021 Oct;220:103413. (PMID: 34537471)
Psychother Psychosom. 2009;78(5):275-84. (PMID: 19602916)
J Adolesc. 2018 Aug;67:158-166. (PMID: 29975882)
Psychol Methods. 2010 Sep;15(3):250-67. (PMID: 20822251)
J Exp Psychol Gen. 2022 Oct;151(10):2534-2541. (PMID: 35286113)
Behav Res Ther. 2024 Nov;182:104616. (PMID: 39186872)
Brain Cogn. 2017 Nov;118:100-107. (PMID: 28826050)
Annu Rev Clin Psychol. 2012;8:189-217. (PMID: 22035241)
J Affect Disord. 2017 Dec 1;223:175-183. (PMID: 28759865)
Behav Ther. 2013 Sep;44(3):479-88. (PMID: 23768674)
Depress Anxiety. 2020 May;37(5):438-448. (PMID: 32301579)
Behav Cogn Psychother. 2010 Jan;38(1):59-66. (PMID: 19995465)
Emotion. 2007 May;7(2):336-53. (PMID: 17516812)
Behav Res Ther. 2008 Oct;46(10):1135-41. (PMID: 18675400)
Contributed Indexing: Keywords: anxiety; cognitive bias; cognitive bias modification; mathematics anxiety; mathematics fluency; mediation; undergraduate students
Entry Date(s): Date Created: 20260924 Date Completed: 20260924 Latest Revision: 20260926
Update Code: 20260926
PubMed Central ID: PMC13602885
DOI: 10.1111/nyas.70405
PMID: 42781956
Βάση Δεδομένων: MEDLINE
Περιγραφή
ISSN:1749-6632
DOI:10.1111/nyas.70405