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Journal of Psychoeducational Assessment
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Mathematics Anxiety and the Affective Drop in Performance

Mark H. Ashcraft

University of Nevada, Las Vegas

Alex M. Moore

University of Nevada, Las Vegas

The authors provide a brief review of the history and assessment of math anxiety, its relationship to personal and educational consequences, and its important impact on measures of performance. Overall, math anxiety causes an "affective drop," a decline in performance when math is performed under timed, high-stakes conditions, both in laboratory tests as well as in educational settings. This means that math achievement and proficiency scores for math-anxious individuals are underestimates of true ability. The primary cognitive impact of math anxiety is on working memory, particularly problematic given the important role working memory plays in math performance. The authors conclude with a discussion of risk factors for math anxiety and some factors to be kept in mind when working with math-anxious students.

Key Words: math anxiety • math achievement • working memory • affect

This version was published on June 1, 2009

Journal of Psychoeducational Assessment, Vol. 27, No. 3, 197-205 (2009)
DOI: 10.1177/0734282908330580
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