A Framework for Studying the Heterogeneity of Risk Factors in Math Anxiety

Abstract

Math anxiety is a prevalent disorder which affects many people worldwide. Here, we draw together ample evidence to suggest a dynamic developmental bio-psycho-social model. The model highlights the complex pathways towards the development of math anxiety, with a focus on dynamism. That is, math anxiety is viewed here as a dynamic interplay between environmental (parenting style, as well as social style including teachers' attitude, instruction strategies and wider social effects) and intrinsic factors (i.e., neuro-cognitive and genetic predispositions, including brain malfunctions, heritability, predisposition towards general anxiety) and basic numerical cognition and affective factors. The model predicts that the dynamic interplay between these factors can either prevent or promote math anxiety's effects on the development of heterogeneous symptoms. Considering the universal nature of math anxiety, a systematic description of the vulnerability factors that contribute to the development of math anxiety is vital. Such information may be of particular value in informing the design of preventive interventions as well as of specific intervention tools.

Keywords: dynamic perspective; framework; heterogeneity; math anxiety; risk factors.

Figure 1

Math anxiety: a developmental dynamic bio-psycho-social model of math anxiety. The model predicts adaptive as well as maladaptive heterogeneity in behavioral outcomes (e.g., heterogeneous neurocognitive predispositions interact with parenting and social style during the child’s development). The model emphasizes two fundamental elements of the framework: 1. Dynamic aspect: the interactions between heterogeneous risk factors lead to math anxiety. A plus sign (+) within a green arrow means a beneficial interaction or influence, a minus sign (−) within a red arrow denotes an unfavorable interaction or influence; and 2. Development aspect: the effect of environmental factors (parental and social style) on development—these effects can act as both mediators or moderators (having both magnitude and direction towards the neurocognitive predisposition), or in some cases as an independent and direct developmental cause of math anxiety (e.g., when the child does not show any biological predispositions but the negative effects of the environment are severe, leading independently to math anxiety).