Initial Evidence of Mathematics Interpretation Bias Intervention Effects on College Students’ Mathematics Anxiety
Connie Barroso, Xiaotong Yi, Zhe Wang
Source abstract
ABSTRACT Cognitive bias modification of interpretation bias (CBM‐I) can significantly reduce negatively biased processing of anxiety‐provoking stimuli and scenarios but has not yet been tested in a mathematics context. In this study, we test the direct effects of a brief cognitive bias modification for mathematics interpretations (CBM‐MI) on threat‐related mathematics interpretation bias and both direct and indirect effects through negative interpretation mathematics bias on mathematics anxiety and performance. In an online study setting, 181 undergraduate students were randomly assigned to either the CBM‐MI condition, where they resolved ambiguous mathematics‐related scenarios in a positive way, or an active control condition where they answered neutral, nonmathematics scenarios. Results indicated strong CBM‐MI effects and significant pre‐ to post‐test changes in negative mathematics interpretation bias. CBM‐MI also had a very small direct buffering effect in increasing mathematics anxiety, and did not have any direct effects on mathematics fluency. Negative mathematics interpretation bias mediated the relation between CBM‐MI and mathematics anxiety, but not mathematics fluency. These findings provide support for moderately sized near‐transfer effects of CBM‐MI in reducing threat‐related mathematics interpretation bias and evidence of bias mediating the link between CBM‐MI and mathematics anxiety. Research should continue to investigate CBM‐MI to optimize its mathematics anxiety effects.
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