Show simple item record

dc.contributor.authorHunt, Thomas E.
dc.contributor.authorBhardwa, Janki
dc.contributor.authorSheffield, David
dc.date.accessioned2017-04-13T09:57:09Z
dc.date.available2017-04-13T09:57:09Z
dc.date.issued2017-04-04
dc.identifier.citationHunt, T. et al (2017) 'Mental arithmetic performance, physiological reactivity and mathematics anxiety amongst U.K. primary school children', Learning and Individual Differences, DOI: 10.1016/j.lindif.2017.03.016.en
dc.identifier.issn10416080
dc.identifier.doi10.1016/j.lindif.2017.03.016
dc.identifier.urihttp://hdl.handle.net/10545/621545
dc.description.abstractA mixed experimental design was employed in which 77 U.K. primary school children performed mental arithmetic problems of increasing difficulty. Psychophysiological measures of heart rate, systolic blood pressure (BP) and diastolic BP were taken along with behavioral measures of response time and error rate. Results demonstrated a significant effect of problem type, such that systolic BP increased significantly between baseline and presentation of three-digit mental arithmetic problems. Further to this, self-reported math anxiety was found to be significantly positively correlated with physiological reactivity to more difficult mental arithmetic. Findings suggest that mental arithmetic may act as a stressor amongst children in a similar way to adults and indicate that an increase in problem size may induce heightened blood pressure amongst children. Furthermore, results highlight the potentially negative psychological and physiological reactions that pupils experience, particularly amongst children who are math anxious.
dc.description.sponsorshipN/Aen
dc.language.isoenen
dc.publisherElsevieren
dc.relation.urlhttp://linkinghub.elsevier.com/retrieve/pii/S1041608017300778en
dc.rightsArchived with thanks to Learning and Individual Differencesen
dc.subjectMaths anxietyen
dc.subjectMental arithmeticen
dc.subjectBlood pressureen
dc.subjectChildrenen
dc.titleMental arithmetic performance, physiological reactivity and mathematics anxiety amongst U.K. primary school childrenen
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalLearning and Individual Differencesen
dcterms.dateAccepted2017-03-25
html.description.abstractA mixed experimental design was employed in which 77 U.K. primary school children performed mental arithmetic problems of increasing difficulty. Psychophysiological measures of heart rate, systolic blood pressure (BP) and diastolic BP were taken along with behavioral measures of response time and error rate. Results demonstrated a significant effect of problem type, such that systolic BP increased significantly between baseline and presentation of three-digit mental arithmetic problems. Further to this, self-reported math anxiety was found to be significantly positively correlated with physiological reactivity to more difficult mental arithmetic. Findings suggest that mental arithmetic may act as a stressor amongst children in a similar way to adults and indicate that an increase in problem size may induce heightened blood pressure amongst children. Furthermore, results highlight the potentially negative psychological and physiological reactions that pupils experience, particularly amongst children who are math anxious.


Files in this item

Thumbnail
Name:
Publisher version
Thumbnail
Name:
Hunt_2017_Mental_arithmetic_pe ...
Size:
383.1Kb
Format:
PDF
Description:
Accepted Manuscript

This item appears in the following Collection(s)

Show simple item record