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AuthorMoustafa, Ahmed A.
AuthorAl-Emadi, Ahmed A.
AuthorMegreya, Ahmed M.
Available date2024-07-16T06:15:14Z
Publication Date2021
Publication NameFrontiers in Psychology
ResourceScopus
Identifierhttp://dx.doi.org/10.3389/fpsyg.2021.723289
ISSN16641078
URIhttp://hdl.handle.net/10576/56695
AbstractMathematics anxiety is prevalent in many societies around the world, ranging from 30 to 70% (for a review, see Betz, 1978; Dowker et al., 2016). More than 30% of 15-year-old students across the Organization for Economic Co-operation and Development (OECD) countries reported having mathematics anxiety (OECD, 2013). Several studies have shown that mathematics anxiety is related to both mathematics performance and joining Science, Technology, Engineering, and Mathematics (STEM)-related careers (Moustafa et al., 2017, 2020; Zhang et al., 2019). While most prior studies on the link between mathematics anxiety and interest in STEM careers are correlational, it is plausible to assume that mathematics anxiety at early school years (Krinzinger et al., 2009) could have led to low interest in STEM careers later in life. Importantly, there are almost no existing approved interventions for mathematics anxiety. The purpose of this current opinion article is to highlight the need to develop an individualized intervention that targets factors leading to mathematics anxiety in students.
SponsorThis study was supported in the form of funding by NPRP-C # Subproject (NPRP12C-33955-SP-90), which is part of a cluster project (NPRP12C-0828-190023), and from the Qatar National Research Fund (a member of Qatar foundation). The statements made herein are solely the responsibility of the authors.
Languageen
PublisherFrontiers Media S.A.
Subjectcognitive behavioral therapy
individualized treatment
intervention
math education
mathematics anxiety
TitleThe Need to Develop an Individualized Intervention for Mathematics Anxiety
TypeArticle
Volume Number12
dc.accessType Open Access


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