This study investigated two classroom-based interventions to mitigate the effects of math anxiety on high school students' math performance. One intervention focused on emotion regulation (ER) using cognitive reappraisal, while the other focused on improving study skills (SS). The SS intervention, emphasizing self-testing and overcoming avoidance behaviors, led to increased grades for highly anxious students, with benefits extending beyond the intervention period. The ER intervention showed less efficacy. The findings suggest that improving study strategies is more effective in helping highly anxious students overcome performance deficits associated with math anxiety.
Publisher
npj Science of Learning
Published On
Oct 02, 2023
Authors
Rachel G. Pizzie, David J. M. Kraemer
Tags
math anxiety
high school students
emotion regulation
study skills
performance deficits
cognitive reappraisal
interventions
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