Effort Self-Talk Benefits the Mathematics Performance of Children With Negative Competence Beliefs.
Ontology highlight
ABSTRACT:
SUBMITTER: Thomaes S
PROVIDER: S-EPMC7754294 | biostudies-literature | 2020 Nov
REPOSITORIES: biostudies-literature
Publications
Effort Self-Talk Benefits the Mathematics Performance of Children With Negative Competence Beliefs.
Thomaes Sander S Tjaarda Iris Charlotte IC Brummelman Eddie E Sedikides Constantine C
Child development 20191217 6
Children with negative competence beliefs often achieve below their potential in school. This randomized field experiment tested whether engaging in positive self-talk may benefit these children's mathematics performance. Participants (N = 212, Grades 4-6, M<sub>age</sub> = 10.6) worked on the first half of a standardized mathematics test, engaged in effort self-talk ("I will do my very best!"), ability self-talk ("I am very good at this!"), or no self-talk, and worked on the second half of the ...[more]
Similar Datasets
Project description:Effort-based decision-making paradigms are increasingly utilized to gain insight into the nature of motivation deficits. Research has shown associations between effort-based decision making and experiential negative symptoms; however, the associations are not consistent. The current study had two primary goals. First, we aimed to replicate previous findings of a deficit in effort-based decision making among individuals with schizophrenia on a test of cognitive effort. Second, in a large sample combined from the current and a previous study, we sought to examine the association between negative symptoms and effort by including the related construct of defeatist beliefs. The results replicated previous findings of impaired cognitive effort-based decision making in schizophrenia. Defeatist beliefs significantly moderated the association between negative symptoms and effort-based decision making such that there was a strong association between high negative symptoms and deficits in effort-based decision making, but only among participants with high levels of defeatist beliefs. Thus, our findings suggest the relationship between negative symptoms and effort performance may be understood by taking into account the role of defeatist beliefs, and finding that might explain discrepancies in previous studies.
| S-EPMC6192468 | biostudies-literature
Project description:Considering how spatial thinking connects to Science, Technology, Engineering and Mathematics (STEM) outcomes, recent studies have evaluated how spatial interventions impact elementary students' math learning. While promising, these interventions tend to overlook other factors affecting math learning; perceptions of math abilities, beliefs about math, and math anxiety can also impact math performance. Additionally, perceptions of spatial skill and spatial anxiety impact spatial performance. This study investigated how elementary teachers' perceptions of spatial thinking connects with math perceptions. Specifically, we focused on teachers' attitudes and beliefs around three topics: teaching and learning math, spatial abilities, and spatial thinking in mathematics. We found that lower spatial anxiety related to lower anxiety about teaching math, greater alignment between math beliefs and math standards, and greater efficacy in teaching and learning math. Further, a factor analysis showed one factor that connected stereotypical math thinking with both math and spatial anxiety, and another that connected spatial competencies, teaching and learning math, and spatial thinking within math. To further evaluate spatial thinking in math, we introduced a math categorization and verified it using teachers' ratings of teaching difficulty, visualization helpfulness, and spatial-thinking involvement. Structural equation models revealed that the level of spatial-thinking categorization was the best model of all three of the teachers' ratings. Overall, results showed numerous connections between teachers' attitudes and beliefs about mathematics and spatial thinking. Future intervention studies should consider teachers who are spatial and/or math-anxious, and future research should investigate the role of stereotypical thinking in spatial and math anxiety.
| S-EPMC7163003 | biostudies-literature
Project description:BACKGROUND:The benefits of physical activity (PA) on children's health and wellbeing are well established. However, the benefits of PA on academic performance and particularly on mathematics performance warrant systematic analysis. Mathematics is one of the core subjects in school education globally. METHODS:We systematically searched, analysed and synthesized the literature on the effects of school-based PA interventions on mathematics performance in children aged 4-16. A total of 29 studies consisting of randomised trials and other interventions with control groups were identified through a systematic search, and 11 of them provided sufficient data and appropriate design for a meta-analysis. RESULTS:Of the 29 studies involving 11,264 participants, positive overall effects of a PA intervention on mathematics performance were found in 13 studies (45%) and neutral overall effects in 15 studies (52%). Only one study reported a significant negative result for a subgroup of children in the first half of the intervention. In a risk-of-bias assessment, 12 studies had low, 17 moderate, and none had a high risk of bias. The meta-analysis of 11 studies suggested an overall small positive effect (ES?=?0.23) of the interventions. Only one study in the meta-analysis indicated a negative effect in one of the intervention groups. CONCLUSIONS:Adding PA to the school day may enhance children's mathematics performance or has no negative effects on performance. Several types of PA interventions can be recommended to be added to the school day.
| S-EPMC6873534 | biostudies-literature
Project description:The ecosystem effects of all commercial fishing methods need to be fully understood in order to manage our marine environments more effectively. The impacts associated with the most damaging mobile fishing methods are well documented leading to such methods being removed from some partially protected areas. In contrast, the impacts on the ecosystem from static fishing methods, such as pot fishing, are less well understood. Despite commercial pot fishing increasing within the UK, there are very few long term studies (> 1 year) that consider the effects of commercial pot fishing on temperate marine ecosystems. Here we present the results from a controlled field experiment where areas of temperate reef were exposed to a pot fishing density gradient over 4 years within a Marine Protected Area (MPA), simulating scenarios both above and below current levels of pot fishing effort. After 4 years we demonstrate for the first time negative effects associated with high levels of pot fishing effort both on reef building epibiota and commercially targeted species, contrary to existing evidence. Based on this new evidence we quantify a threshold for sustainable pot fishing demonstrating a significant step towards developing well-managed pot fisheries within partially protected temperate MPAs.
| S-EPMC7884685 | biostudies-literature
Project description:The dominant model of number processing suggests the existence of a Number Form Area (NFA) in the inferior temporal gyrus (ITG) that supports the processing of Arabic digits as visual symbols of number. However, studies have produced inconsistent evidence for the presence and laterality of digit-specific ITG activity. Furthermore, whether any such activity relates to mathematical competence is unknown. This study investigated these two issues using functional magnetic resonance imaging. Thirty-two adults performed digit and letter detection tasks and reading and mathematics tests. During digit detection, participants determined whether digits were present in a string of letters (e.g., AH3NR versus AHTNR). During letter detection, participants determined whether letters were present in a string of digits (e.g., 93R78 versus 93478). Results showed four clusters in frontal, occipital, and temporal regions for digit detection, including a left ITG cluster. Five clusters in frontal, parietal, occipital, and temporal regions were associated with letter detection, including a left ITG cluster. Digit and letter-related ITG clusters were spatially distinct; however, a direct contrast of digit and letter processing did not reveal greater activity in the left ITG for digit detection. Whole brain correlations showed greater digit-related activity in the right ITG for participants with higher calculation skills, but there was no correlation between letter activity and calculation skills. Together, our results suggest functional localization, but not specialization, for digits in the left ITG and provide the first evidence of a relationship between calculation skills and digit processing in the right ITG.
| S-EPMC7845410 | biostudies-literature
Project description:Social anxiety disorder (SAD) is characterized by distorted negative self-beliefs (NSBs), which are thought to enhance emotional reactivity, interfere with emotion regulation, and undermine social functioning. Cognitive reappraisal is a type of emotion regulation used to alter NSBs, with the goal of modulating emotional reactivity. Despite its relevance, little is known about the neural bases and temporal features of cognitive reappraisal in patients with SAD.Twenty-seven patients with SAD and 27 healthy control subjects (HCs) were trained to react and to implement cognitive reappraisal to downregulate negative emotional reactivity to NSBs, while undergoing functional magnetic resonance imaging and providing ratings of negative emotion experience.Behaviorally, compared with HCs, patients with SAD reported greater negative emotion both while reacting to and reappraising NSBs. However, when cued, participants in both groups were able to use cognitive reappraisal to decrease negative emotion. Neurally, reacting to NSBs resulted in early amygdala response in both groups. Reappraising NSBs resulted in greater early cognitive control, language, and visual processing in HCs but greater late cognitive control, visceral, and visual processing in patients with SAD. Functional connectivity analysis during reappraisal identified more regulatory regions inversely related to left amygdala in HCs than in patients with SAD. Reappraisal-related brain regions that differentiated patients and control subjects were associated with negative emotion ratings and cognitive reappraisal self-efficacy.Findings regarding cognitive reappraisal suggest neural timing, connectivity, and brain-behavioral associations specific to patients with SAD and elucidate neural mechanisms that might serve as biomarkers of interventions for SAD.
| S-EPMC2788040 | biostudies-literature
Project description:Social anxiety is an emotional disorder common to various populations around the world. The newly developed Self-Beliefs Related to Social Anxiety Scale (SBSA) aims to assess three kinds of self-beliefs through 15 items that include self-related cognitive factors that evidently result in social anxiety. This study explored the psychometric characteristics of SBSA among 978 Chinese. An eight-item Negative Self-beliefs Inventory (NSBI) was developed through qualitative and quantitative analyses. Exploratory factor analysis, confirmatory factor analysis, and multi-group confirmatory factor analysis suggested that NSBI contained clear, meaningful, stable, and invariant three-factor structure consistent with the original SBSA. Further analyses showed that the three subscales and the entire scale exhibited high internal consistency (0.779-0.837), good criterion validity, and good convergent and divergent validity (i.e., negative associations with flourishing and positive associations with anxiety, depression, and stress). These findings indicated that NSBI is reliable and valid for measuring negative self-beliefs in the Chinese population. A higher total score of NSBI indicates the more serious negative self-beliefs. Limitations of the present study and implications for research and practice were also discussed. Further studies are needed to evaluate the predictive ability, incremental validity, and potential role of NSBI in clinical and large-scale populations.
| S-EPMC4614916 | biostudies-literature
Project description:Differences between the sexes in education is something of particular interest in much research. This study sought to investigate the possible differences between the sexes in math performance, and to deeply examine the causal factors for those differences. Beginning from the administration of the BECOMA-On (Online Evaluation Battery of Mathematics Skills) to 3,795 5th year primary students aged 10-11, in 16 Spanish autonomous communities and the 2 autonomous cities of Ceuta and Melilla. The results for each sex were compared to their perceptions of self-efficacy about completing the test items, and with their interest in and motivation for mathematics. Statistically significant differences were seen in the variables examined. The boys were generally more engaged with science and technical subjects. Generalizing from studies such as this aims to more thoroughly explore, and improve this situation.
| S-EPMC7426434 | biostudies-literature
Project description:The purpose of this study was to learn more about the beliefs and self-efficacy of parents of young children with hearing loss. Seventy-two parents completed the Scale of Parental Involvement and Self-Efficacy-Revised (SPISE-R), which queries parents about their child's hearing device use and their perceptions of their own beliefs, knowledge, confidence, and actions pertaining to supporting their child's auditory access and spoken language development. Two beliefs were identified that related to parents' action scores and one belief was identified that related to children's hearing device use. Knowledge and confidence scores were significantly correlated with action scores and children's hearing device use, whereas only confidence scores were related to scores on a measure of children's spoken language abilities. Results indicate the SPISE-R is a promising tool for use in early intervention to better understand parents' strengths and needs pertaining to supporting their young child's auditory access and spoken language development.
| S-EPMC7523736 | biostudies-literature
Project description:Valproate sodium is used for the treatment of epilepsy and other neuropsychiatric disorders in women of childbearing potential. However, there are concerns about impaired cognitive development in children who have been exposed to valproate during pregnancy.To estimate the association between long-term school performance and prenatal exposure to valproate and a number of other antiepileptic drugs (AEDs).In a prospective, population-based cohort study conducted from August 1, 2015, to May 31, 2017, data used in the study were provided by Statistics Denmark on April 15, 2016. All children born alive in Denmark between 1997 and 2006 (n = 656 496) were identified. From this cohort, children who did not participate in the national tests, with presumed coding errors in gestational age and children missing information on their mother's educational level or household income were excluded (n = 177 469) leaving 479 027 children for the analyses. Children were identified and linked across national registers that had information on exposure, covariates, and outcome. The primary outcome was performance in national tests, an academic test taken by students in Danish primary and lower secondary state schools. We assessed performance in Danish and mathematics at different grades among valproate-exposed children and compared their performance with that of unexposed children and children exposed to another AED (lamotrigine). Test scores were standardized to z scores and adjusted for risk factors.Difference in standardized z scores in Danish and mathematics tests among valproate-exposed children compared with unexposed and lamotrigine-exposed children.Of the 656 496 children identified, 479 027 children who participated in the national tests were evaluated, including children exposed to the following AEDs in monotherapy: valproate, 253; phenobarbital, 86; oxcarbazepine, 236; lamotrigine, 396; clonazepam, 188; and carbamazepine, 294. The mean (SD) age of the 244 095 children completing the sixth-grade Danish test was 12.9 (0.39) years; 122 774 (50.3%; 95% CI, 50.1% to 50.5%) were boys and 121 321 (49.7%; 95% CI, 49.5% to 49.9%) were girls. Valproate-exposed children scored worse on the sixth-grade Danish tests (adjusted difference, -0.27 SD; 95% CI, -0.42 to -0.12) and sixth-grade mathematics tests (adjusted difference, -0.33 SD; (95% CI, -0.47 to -0.19) compared with unexposed children and children exposed to lamotrigine (adjusted difference, -0.33 SD; 95% CI, -0.60 to -0.06). Also, children exposed to clonazepam scored worse in the sixth-grade Danish tests (adjusted difference, -0.07 SD; 95% CI, -0.12 to -0.02). Carbamazepine, lamotrigine, phenobarbital, and oxcarbazepine were not linked to poor school performance compared with unexposed children.Maternal use of valproate was associated with a significant decrease in school performance in offspring compared with children unexposed to AEDs and children exposed to lamotrigine. Findings of this study further caution against the use of valproate among women of childbearing potential.
| S-EPMC5885204 | biostudies-other