The impact of cognitive emotion regulation strategies on math and science anxieties with or without controlling general anxiety.
Cognitive emotion regulation
General anxiety
Math anxiety
Positive reappraisal
Rumination
Science anxiety
Journal
Scientific reports
ISSN: 2045-2322
Titre abrégé: Sci Rep
Pays: England
ID NLM: 101563288
Informations de publication
Date de publication:
25 08 2024
25 08 2024
Historique:
received:
19
05
2024
accepted:
20
08
2024
medline:
26
8
2024
pubmed:
26
8
2024
entrez:
25
8
2024
Statut:
epublish
Résumé
It is well-established that general anxiety associates with the lower use of adaptive emotion regulation and the higher use of maladaptive emotion regulation. However, no study has previously investigated the impact of cognitive emotion regulation on academic anxieties. Using a sample of secondary school students (N = 391), this study examined the impact of cognitive emotion regulation on math and science anxieties. Math anxiety showed stronger correlations with adaptive than maladaptive emotion regulation, whereas general anxiety showed stronger correlations with maladaptive than adaptive emotion regulation. Hierarchical regression analyses showed that math anxiety was associated with the high uses of acceptance, rumination and other-blame and the low uses of positive reappraisal and putting into perspective. However, with controlling science and general anxieties, math anxiety was associated with the high use of rumination and the low use of positive reappraisal. In contrast, science anxiety was associated with the high uses of acceptance and other-blame and the low use of positive reappraisal. Importantly, however, with controlling math and general anxieties, those science anxiety associations did not remain. Accordingly, these results might provide important insights for the specificity, etiology, and intervention of math anxiety.
Identifiants
pubmed: 39183319
doi: 10.1038/s41598-024-70705-y
pii: 10.1038/s41598-024-70705-y
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
19726Subventions
Organisme : Qatar National Research Fund (QNRF)
ID : NPRP12C-33955-SP-90
Informations de copyright
© 2024. The Author(s).
Références
Gross, J. J. & Ford, B. Q. Handbook of Emotion Regulation 3rd edn. (Guilford Press, 2024).
Gross, J. J. Emotion regulation: Conceptual foundations. In Handbook of Emotion Regulation 3rd edn (eds Gross, J. J. & Ford, B. Q.) (Guilford Press, 2024).
McRae, K. & Gross, J. J. Emotion regulation. Emotion 20, 1–9. https://doi.org/10.1037/emo0000703 (2020).
doi: 10.1037/emo0000703
pubmed: 31961170
Kraft, L., Ebner, C., Leo, K. & Lindenberg, K. Emotion regulation strategies and symptoms of depression, anxiety, aggression, and addiction in children and adolescents: A meta-analysis and systematic review. Clin. Psychol. Sci. Pract. 30, 485–502. https://doi.org/10.1037/cps0000156 (2023).
doi: 10.1037/cps0000156
Gross, J. J. Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology. J. Pers. Soc. Psychol. 74, 224–237. https://doi.org/10.1037/0022-3514.74.1.224 (1998).
doi: 10.1037/0022-3514.74.1.224
pubmed: 9457784
Gross, J. J. The extended process model of emotion regulation: Elaborations, applications, and future directions. Psychol. Inq. 26, 130–137. https://doi.org/10.1080/1047840x.2015.989751 (2015).
doi: 10.1080/1047840x.2015.989751
Dryman, M. T. & Heimberg, R. G. Emotion regulation in social anxiety and depression: A systematic review of expressive suppression and cognitive reappraisal. Clin. Psychol. Rev. 65, 17–42. https://doi.org/10.1016/j.cpr.2018.07.004 (2018).
doi: 10.1016/j.cpr.2018.07.004
pubmed: 30064053
Garnefski, N., Kraaij, V. & Spinhoven, P. Negative life events, cognitive emotion regulation and emotional problems. Pers. Individ. Differ. 30, 1311–1327. https://doi.org/10.1016/S0191-8869(00)00113-6 (2001).
doi: 10.1016/S0191-8869(00)00113-6
Garnefski, N., Teerds, J., Kraaij, V., Legerstee, J. & van den Kommer, T. Cognitive emotion regulation strategies and Depressive symptoms: Differences between males and females. Pers. Individ. Differ. 36, 267–276. https://doi.org/10.1016/S0191-8869(03)00083-7 (2004).
doi: 10.1016/S0191-8869(03)00083-7
Richardson, F. C. & Suinn, R. M. The Mathematics Anxiety Rating Scale: Psychometric data. J. Couns. Psychol. 19, 551–554 (1972).
doi: 10.1037/h0033456
Carey, E., Hill, F., Devine, A. & Szucs, D. The chicken or the egg? The direction of the relationship between mathematics anxiety and mathematics performance. Front. Psychol. 6, 1987. https://doi.org/10.3389/fpsyg.2015.01987 (2016).
doi: 10.3389/fpsyg.2015.01987
pubmed: 26779093
pmcid: 4703847
Ashcraft, M. H. & Krause, J. A. Working memory, math performance, and math anxiety. Psychon. Bull. Rev. 14, 243–248. https://doi.org/10.3758/BF03194059 (2007).
doi: 10.3758/BF03194059
pubmed: 17694908
Maloney, E. A., Ansari, D. & Fugelsang, J. A. The effect of mathematics anxiety on the processing of numerical magnitude. Q. J. Exp. Psychol. 64, 10–16. https://doi.org/10.1080/17470218.2010.533278 (2011).
doi: 10.1080/17470218.2010.533278
Dowker, A., Sarkar, A. & Looi, C. Y. Mathematics anxiety: What have we learned in 60 years?. Front. Psychol. 7, 508. https://doi.org/10.3389/fpsyg.2016.00508 (2016).
doi: 10.3389/fpsyg.2016.00508
pubmed: 27199789
pmcid: 4842756
Cipora, K., Santos, F. H., Kucian, K. & Dowker, A. Mathematics anxiety—Where are we and where shall we go?. Ann. N. Y. Acad. Sci. 1513, 10–20. https://doi.org/10.1111/nyas.14770 (2022).
doi: 10.1111/nyas.14770
pubmed: 35322431
pmcid: 9542812
Megreya, A. M., Al-Emadi, A. A., Al-Ahmadi, A. M., Moustafa, A. A. & Szűcs, D. A Large-scale study on the prevalence of math anxiety. Br. J. Educ. Psychol. 94, 539–556. https://doi.org/10.1111/bjep.12662 (2024).
doi: 10.1111/bjep.12662
pubmed: 38308462
Carey, E., Hill, F., Devine, A. & Szucs, D. The modified abbreviated math anxiety scale: A valid and reliable instrument for use with children. Front. Psychol. 8, 11. https://doi.org/10.3389/fpsyg.2017.00011 (2017).
doi: 10.3389/fpsyg.2017.00011
pubmed: 28154542
pmcid: 5243819
Hill, F. et al. Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learn. Individ. Differ. 48, 45–53. https://doi.org/10.1016/j.lindif.2016.02.006 (2016).
doi: 10.1016/j.lindif.2016.02.006
Megreya, A. M., Al-Emadi, A. A. & Moustafa, A. A. The Arabic version of the Modified-Abbreviated Math Anxiety Scale: Psychometric properties, gender differences, and associations with different forms of anxiety and math achievement. Front. Psychol. 13, 919764. https://doi.org/10.3389/fpsyg.2022.919764 (2022).
doi: 10.3389/fpsyg.2022.919764
pubmed: 36687925
Plante, I., Theoret, M. & Favreau, O. E. Student gender stereotypes: Contrasting the perceived maleness and femaleness of mathematics and language. Educ. Psychol. 29, 385–405. https://doi.org/10.1080/01443410902971500 (2009).
doi: 10.1080/01443410902971500
Bryant, F. B. et al. Science anxiety, science attitudes, and constructivism: A binational study. J. Sci. Educ. Technol. 22, 432–448. https://doi.org/10.1007/s10956-012-9404-x (2013).
doi: 10.1007/s10956-012-9404-x
Mallow, J. V. Science anxiety: Research and action. In Handbook of College Science Teaching (eds Mintzes, J. J. & Leonard, W. H.) 3–14 (NSTA Press, 2006).
Brownlow, S., Jacobi, T. & Rogers, M. I. Science anxiety as a function of gender and experience. Sex Roles 42, 119–131. https://doi.org/10.1023/A:1007040529319 (2000).
doi: 10.1023/A:1007040529319
Ardasheva, Y., Carbonneau, K. J., Roo, A. K. & Wang, Z. Relationships among prior learning, anxiety, self-efficacy, and science vocabulary learning of middle school students with varied English language proficiency. Learn. Individ. Differ. 61, 21–30. https://doi.org/10.1016/j.lindif.2017.11.008 (2018).
doi: 10.1016/j.lindif.2017.11.008
Megreya, A. M., Szűcs, D. & Moustafa, A. A. The Abbreviated Science Anxiety Scale: Psychometric properties, gender differences and associations with test anxiety, general anxiety and science achievement. PLoS One 16(2), e0245200. https://doi.org/10.1371/journal.pone.0245200 (2021).
doi: 10.1371/journal.pone.0245200
pubmed: 33577578
pmcid: 7880483
Pajares, F., Britner, S. L. & Valiante, G. Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemp. Educ. Psychol. 25, 406–422. https://doi.org/10.1006/ceps.1999.1027 (2000).
doi: 10.1006/ceps.1999.1027
pubmed: 11001784
Rahm, J. & Charbonneau, P. Probing stereotypes through students’ drawings of scientists. Am. J. Phys. 65, 774–778. https://doi.org/10.1119/1.18647 (1997).
doi: 10.1119/1.18647
Young, C. B., Wu, S. S. & Menon, V. The neurodevelopmental basis of math anxiety. Psychol. Sci. 23, 492–501. https://doi.org/10.1177/0956797611429134 (2012).
doi: 10.1177/0956797611429134
pubmed: 22434239
Megreya, A. M. & Al-Emadi, A. A. The impacts of math anxiety, science anxiety, and gender on Arts versus Sciences choices in Qatari secondary schools. PeerJ 11, e14510. https://doi.org/10.7717/peerj.14510 (2023).
doi: 10.7717/peerj.14510
pubmed: 36643623
pmcid: 9835714
Hembree, R. The nature, effects, and relief of mathematics anxiety. J. Res. Math. Educ. 21, 33–46. https://doi.org/10.2307/749455 (1990).
doi: 10.2307/749455
Wang, Z. et al. Who is afraid of math? Two sources of genetic variance for mathematical anxiety. J. Child Psychol. Psychiatry 55, 1056–1064. https://doi.org/10.1111/jcpp.12224 (2014).
doi: 10.1111/jcpp.12224
pubmed: 24611799
pmcid: 4636726
Schäfer, J. Ö., Naumann, E., Holmes, E. A., Tuschen-Caffier, B. & Samson, A. C. Emotion regulation strategies in depressive and anxiety symptoms in youth: A meta-analytic review. J. Youth Adolesc. 46, 261–276. https://doi.org/10.1007/s10964-016-0585-0 (2017).
doi: 10.1007/s10964-016-0585-0
pubmed: 27734198
Garnefski, N. & Kraaij, V. The Cognitive Emotion Regulation Questionnaire: Psychometric features and prospective relationships with depression and anxiety in adults. Eur. J. Psychol. Assess. 23, 141–149. https://doi.org/10.1027/1015-5759.23.3.141 (2007).
doi: 10.1027/1015-5759.23.3.141
Martin, R. C. & Dahlen, E. R. Cognitive emotion regulation in the prediction of depression, anxiety, stress, and anger. Pers. Individ. Differ. 39, 1249–1260. https://doi.org/10.1016/j.paid.2005.06.004 (2005).
doi: 10.1016/j.paid.2005.06.004
Min, J.-A., Yu, J. J., Lee, C.-U. & Chae, J.-H. Cognitive emotion regulation strategies contributing to resilience in patients with depression and/or anxiety disorders. Compr. Psychiatry 54, 1190–1197. https://doi.org/10.1016/j.comppsych.2013.05.008 (2013).
doi: 10.1016/j.comppsych.2013.05.008
pubmed: 23806709
Garnefski, N. & Kraaij, V. Specificity of relations between adolescents’ cognitive emotion regulation strategies and symptoms of depression and anxiety. Cogn. Emot. 32, 1401–1408. https://doi.org/10.1080/02699931.2016.1232698 (2018).
doi: 10.1080/02699931.2016.1232698
pubmed: 27648495
Zlomke, K. R. & Hahn, K. S. Cognitive emotion regulation strategies: Gender differences and associations to worry. Pers. Individ. Differ. 48, 408–413. https://doi.org/10.1016/j.paid.2009.11.007 (2010).
doi: 10.1016/j.paid.2009.11.007
Domaradzka, E. & Fajkowska, M. Cognitive emotion regulation strategies in anxiety and depression understood as types of personality. Front. Psychol. 9, 856. https://doi.org/10.3389/fpsyg.2018.00856 (2018).
doi: 10.3389/fpsyg.2018.00856
pubmed: 29946277
pmcid: 6005992
Jamieson, J. P., Peters, B. J., Greenwood, E. J. & Altose, A. J. Reappraising stress arousal improves performance and reduces evaluation anxiety in classroom exam situations. Soc. Psychol. Pers. Sci. 7, 579–587. https://doi.org/10.1177/1948550616644656 (2016).
doi: 10.1177/1948550616644656
Cohen, L. D., Korem, N. & Rubinsten, O. Math anxiety is related to math difficulties and composed of emotion regulation and anxiety predisposition: A network analysis study. Brain Sci. 11, 1609. https://doi.org/10.3390/brainsci11121609 (2021).
doi: 10.3390/brainsci11121609
Ramirez, G., Shaw, S. T. & Maloney, E. A. Math anxiety: Past research, promising interventions, and a new interpretation framework. Educ. Psychol. 53, 145–164. https://doi.org/10.1080/00461520.2018.1447384 (2018).
doi: 10.1080/00461520.2018.1447384
Krueger, R. F., Derringer, J., Markon, K. E., Watson, D. & Skodol, A. E. Initial construction of a maladaptive personality trait model and inventory for DSM-5. Psychol. Med. 42, 1879–1890. https://doi.org/10.1017/S0033291711002674 (2012).
doi: 10.1017/S0033291711002674
pubmed: 22153017
Al-Attiyah, A. A., Megreya, A. M., Alrashidi, M., Dominguez-Lara, S. A. & alShirawi, A. The psychometric properties of an Arabic version of the Personality Inventory for DSM-5 (PID-5) across three Arabic-speaking Middle Eastern countries. Int. J. Cult. Ment. Health 10, 197–205 (2017).
doi: 10.1080/17542863.2017.1290125
Krueger, R. F. & Markon, K. E. The role of the DSM-5 personality trait model in moving toward a quantitative and empirically based approach to classifying personality and psychopathology. Annu. Rev. Clin. Psychol. 10, 477–501. https://doi.org/10.1146/annurev-clinpsy-032813-153732 (2014).
doi: 10.1146/annurev-clinpsy-032813-153732
pubmed: 24329179
Garnefski, N. & Kraaij, V. Cognitive Emotion Regulation Questionnaire-Development of a Short 18-Item Version (CERQ-Short). Pers. Individ. Differ. 41, 1045–1053. https://doi.org/10.1016/j.paid.2006.04.010 (2006).
doi: 10.1016/j.paid.2006.04.010
Megreya, A. M., Latzman, R. D., Al-Attiyah, A. A. & Alrashidi, M. The robustness of the nine-factor structure of the cognitive emotion regulation questionnaire across four Arabic speaking middle eastern countries. J. Cross-Cult. Psychol. 47, 875–890. https://doi.org/10.1177/0022022116644785 (2016).
doi: 10.1177/0022022116644785
Megreya, A. M., Al-Attiyah, A. A., Moustafa, A. A. & Hassanein, E. A. Cognitive emotion regulation strategies, anxiety, and depression in mothers of children with or without neurodevelopmental disorders. Res. Autism Spectrum Disord. 76, 101600. https://doi.org/10.1016/j.rasd.2020.101600 (2020).
doi: 10.1016/j.rasd.2020.101600
Lewinsohn, P. M., Gotlib, I. H., Lewinsohn, M., Seeley, J. R. & Allen, N. B. Gender differences in anxiety disorders and anxiety symptoms in adolescents. J. Abnorm. Psychol. 107, 109–117. https://doi.org/10.1037/0021-843X.107.1.109 (1998).
doi: 10.1037/0021-843X.107.1.109
pubmed: 9505043
Ford, B. Q., Lam, P., John, O. P. & Mauss, I. B. The psychological health benefits of accepting negative emotions and thoughts: Laboratory, diary, and longitudinal evidence. J. Pers. Soc. Psychol. 115, 1075–1092. https://doi.org/10.1037/pspp0000157 (2018).
doi: 10.1037/pspp0000157
pubmed: 28703602
Maloney, E. A., Schaeffer, M. W. & Beilock, S. L. Mathematics anxiety and stereotype threat: Shared mechanisms, negative consecquences and promising interventions. Res. Math. Educ. 15, 115–128. https://doi.org/10.1080/14794802.2013.797744 (2013).
doi: 10.1080/14794802.2013.797744
Kang, M., Bedard, A.-C. & Martinussen, R. Rumination as a moderating effect between math computation and executive function skills in elementary students. Can. J. Sch. Psychol. 36, 206–220. https://doi.org/10.1177/0829573520973087 (2021).
doi: 10.1177/0829573520973087
Bellinger, D. B., DeCaro, M. S. & Ralston, P. A. S. Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom. Conscious. Cogn. 37, 123–132. https://doi.org/10.1016/j.concog.2015.09.001 (2015).
doi: 10.1016/j.concog.2015.09.001
pubmed: 26372885
Zuo, H. & Wang, L. The influences of mindfulness on high-stakes mathematics test achievement of middle school students. Front. Psychol. 14, 1061027. https://doi.org/10.3389/fpsyg.2023.1061027 (2023).
doi: 10.3389/fpsyg.2023.1061027
pubmed: 37089732
pmcid: 10117798
Kang, Y., Gruber, J. & Gray, J. R. Mindfulness and de-automatization. Emot. Rev. 5, 192–201. https://doi.org/10.1177/1754073912451629 (2013).
doi: 10.1177/1754073912451629
Jamieson, J. P., Mendes, W. B., Blackstock, E. & Schmader, T. Turning the knots in your stomach into bows: Reappraising arousal improves performance on the GRE. J. Exp. Soc. Psychol. 46, 208–212. https://doi.org/10.1016/j.jesp.2009.08.015 (2010).
doi: 10.1016/j.jesp.2009.08.015
pubmed: 20161454
pmcid: 2790291
Pizzie, R. G. & Kraemer, D. J. The association between emotion regulation, physiological arousal, and performance in math anxiety. Front. Psychol. 12, 639448. https://doi.org/10.3389/fpsyg.2021.639448 (2021).
doi: 10.3389/fpsyg.2021.639448
pubmed: 34045991
pmcid: 8144633
Westfall, J. & Yarkoni, T. Statistically controlling for confounding constructs is harder than you think. PLoS One 11, e0152719. https://doi.org/10.1371/journal.pone.0152719 (2016).
doi: 10.1371/journal.pone.0152719
pubmed: 27031707
pmcid: 4816570
Bieleke, M. et al. Measuring emotions in mathematics: The Achievement Emotions Questionnaire—Mathematics (AEQ-M). ZDM Math. Educ. 55, 269–284. https://doi.org/10.1007/s11858-022-01425-8 (2023).
doi: 10.1007/s11858-022-01425-8