A robust association exists between math anxiety and math achievement, with higher levels of anxiety correlating with lower achievement. Understanding this relationship is crucial due to the importance of math proficiency at individual and societal levels. In this review, we explore two prominent theories: Reduced Competency Theory, which suggests that initial low math achievement leads to math anxiety, and Processing Efficiency Theory, which suggests that math anxiety impairs performance by diverting cognitive resources. While these theories are supported by empirical evidence, they do not fully explain the mediators linking math anxiety and achievement. We propose ‘math avoidance’ as a critical mediator, suggesting that avoidance behaviors, formed through conditioning, create a feedback loop that exacerbates math anxiety and reduces proficiency.

中文翻译：

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揭示数学焦虑与数学成绩之间的相互作用


数学焦虑和数学成绩之间存在着密切的关联，较高的焦虑水平与较低的成绩相关。由于数学能力在个人和社会层面的重要性，理解这种关系至关重要。在这篇综述中，我们探讨了两个重要的理论：能力下降理论（该理论认为最初的数学成绩较低会导致数学焦虑）和处理效率理论（该理论认为数学焦虑会通过转移认知资源来损害表现）。虽然这些理论得到了经验证据的支持，但它们并没有完全解释数学焦虑和成就之间的中介因素。我们提出“数学回避”作为一个关键的中介因素，表明通过条件反射形成的回避行为会形成一个反馈循环，加剧数学焦虑并降低数学熟练程度。