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The genetic and environmental aetiology of spatial, mathematics and general anxiety.

ABSTRACT: Individuals differ in their level of general anxiety as well as in their level of anxiety towards specific activities, such as mathematics and spatial tasks. Both specific anxieties correlate moderately with general anxiety, but the aetiology of their association remains unexplored. Moreover, the factor structure of spatial anxiety is to date unknown. The present study investigated the factor structure of spatial anxiety, its aetiology, and the origins of its association with general and mathematics anxiety in a sample of 1,464 19-21-year-old twin pairs from the UK representative Twins Early Development Study. Participants reported their general, mathematics and spatial anxiety as part of an online battery of tests. We found that spatial anxiety is a multifactorial construct, including two components: navigation anxiety and rotation/visualization anxiety. All anxiety measures were moderately heritable (30% to 41%), and non-shared environmental factors explained the remaining variance. Multivariate genetic analysis showed that, although some genetic and environmental factors contributed to all anxiety measures, a substantial portion of genetic and non-shared environmental influences were specific to each anxiety construct. This suggests that anxiety is a multifactorial construct phenotypically and aetiologically, highlighting the importance of studying anxiety within specific contexts.

SUBMITTER: Malanchini M

PROVIDER: S-EPMC5318949 | biostudies-literature | 2017 Feb

REPOSITORIES: biostudies-literature

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The genetic and environmental aetiology of spatial, mathematics and general anxiety.

Malanchini Margherita M Rimfeld Kaili K Shakeshaft Nicholas G NG Rodic Maja M Schofield Kerry K Selzam Saskia S Dale Philip S PS Petrill Stephen A SA Kovas Yulia Y

Scientific reports 20170221

Individuals differ in their level of general anxiety as well as in their level of anxiety towards specific activities, such as mathematics and spatial tasks. Both specific anxieties correlate moderately with general anxiety, but the aetiology of their association remains unexplored. Moreover, the factor structure of spatial anxiety is to date unknown. The present study investigated the factor structure of spatial anxiety, its aetiology, and the origins of its association with general and mathema ...[more]

PMID: 28220830

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Project description:BackgroundMathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys' mathematics performance is more negatively affected by MA than girls' performance is. The aim of the current study was to measure girls' and boys' mathematics performance as well as their levels of MA while controlling for test anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies.MethodsFour-hundred and thirty three British secondary school children in school years 7, 8 and 10 completed customised mental mathematics tests and MA and TA questionnaires.ResultsNo gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and boys showed a positive correlation between MA and TA and a negative correlation between MA and mathematics performance. TA was also negatively correlated with mathematics performance, but this relationship was stronger for girls than for boys. When controlling for TA, the negative correlation between MA and performance remained for girls only. Regression analyses revealed that MA was a significant predictor of performance for girls but not for boys.ConclusionsOur study has revealed that secondary school children experience MA. Importantly, we controlled for TA which is typically not controlled for in MA studies. Girls showed higher levels of MA than boys and high levels of MA were related to poorer levels of mathematics performance. As well as potentially having a detrimental effect on 'online' mathematics performance, past research has shown that high levels of MA can have negative consequences for later mathematics education. Therefore MA warrants attention in the mathematics classroom, particularly because there is evidence that MA develops during the primary school years. Furthermore, our study showed no gender difference in mathematics performance, despite girls reporting higher levels of MA. These results might suggest that girls may have had the potential to perform better than boys in mathematics however their performance may have been attenuated by their higher levels of MA. Longitudinal research is needed to investigate the development of MA and its effect on mathematics performance.

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The genetic and environmental aetiology of spatial, mathematics and general anxiety.

Publications

The genetic and environmental aetiology of spatial, mathematics and general anxiety.

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