Math anxiety and trait anxiety as moderators of subjective and physiological responses to psychosocial stress — Presentation Detail — Celebration of Scholars

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Additional Information

More information is available at carthage.edu/celebration-scholars/. The following are members of the Research, Scholarship, and Creativity Committee who are eager to listen to ideas and answer questions:

Jun Wang
Kim Instenes
John Kirk
Nora Nickels
Andrew Pustina
James Ripley

Math anxiety and trait anxiety as moderators of subjective and physiological responses to psychosocial stress

Name: Devan Nelson
Major: Neuroscience
Hometown: Milwaukee, WI
Faculty Sponsor:
Other Sponsors:
Type of research: SURE
Funding: SURE

Name: Nora Nickels
Department: Social Science
Type of research: SURE
Funding: SURE

Abstract

People with math anxiety tend to feel anxious at the thought of doing math and while performing mathematical tasks. High math anxiety has been associated with a decrease in math performance and has been seen to moderate the relation between cortisol concentrations and arithmetic task performance. People with trait anxiety tend to feel anxious across all types of situations, and trait anxiety has been seen to moderate the relation between cortisol secretion and performance pressure. Further investigation into how math anxiety and trait anxiety influence individuals’ responses to stress is needed to make generalizations.

The purpose of this study was to investigate math anxiety and trait anxiety moderators of the relation between a stressor and reactivity to stress (subjective ratings and hormones). We hypothesized that individuals with higher math anxiety will show higher increases in subjective stress reactivity to the Trier social stress test and will have a higher increase in cortisol levels. We also hypothesized that individuals who report higher trait anxiety will also show higher increases in subjective stress reactivity to the Trier social stress test and will have a higher increase in cortisol levels.

Participants were randomly assigned to either be in the control group or in the TSST. Math anxiety was measured by the math anxiety rating scale, and trait anxiety was measured by the state-trait anxiety inventory. The TSST consisted of a 5-minute oral, arithmetic portion, and a 5-minute oral impromptu speech about oneself. Reactivity to the social stress was measured by hormone (cortisol and testosterone) levels at two timepoints and state anxiety before and after the treatment. The data was analyzed using an ANCOVA for three different dependent variables (state anxiety, cortisol, and testosterone). Math anxiety was found to moderate the effects of treatment on change in state anxiety. For males, math anxiety was found to moderate the effects of treatment on the change in testosterone.

The TSST is widely used in stress research. Understanding how portions of the TSST affect people with individual differences in math and trait anxiety can help improve the validity of the TSST in future research. Math anxiety was shown to affect state anxiety and steroid hormones, so individuals with math anxiety can experience the world differently. Understanding these effects can give insight on how to help students with math anxiety.

Poster file