The effect of mathematical anxiety on working memory

Abstract

Mathematical anxiety is characterised by a “feeling of tension and anxiety that interferes with the manipulations of numbers and the solving of math problems in a wide variety of ordinary life and academic situations” (Richardson & Suinn, 1972). Previous research has shown that smaller working memory spans are demonstrated when the individual has high levels of mathematical anxiety (Ashcraft & Kirk, 2001). The main aim of the present study was to investigate how mathematical anxiety relates to working memory capacity, which is an individual’s ability to control their attention towards task-relevant information (Engle, 2002). The sample size of the study consisted of 53 undergraduate students in total, where 22 participants were part of the control group and 31 participants formed part of the experimental group. The experimental group were asked to indicate the level of anxiety they experienced when exposed to a mathematical related scenario, on a Likert scale from 1 to 5, on the Abbreviated Math Anxiety Scale (AMAS). Participants proceeded by filling the demographic questions asked and finally, were presented with the Computation tasks (CSpan) and the Verbal Listening Span tasks (L-Span). The current study found statistical difference between the experimental group and control group and their performance on the Listening Recall Task. Findings show, that mathematical anxiety only effected working memory scores when the tasks were related to Verbal Listening Span (L-Span). This study also found a correlation between age and the Verbal Listening Span (L-span) recall task. In essence, no correlation was found between the other variables and working memory task performance.