Emotional Processing of Math-related Words in People with Math Anxiety

Background: Research exploring emotional responses to math-related words in individuals with math anxiety (MA) is scarce. Here, we examined MA participants’ subjective emotional processing of math-related cues within Lang’s bioinformational model of emotion to further understand the role of those cu...

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Detalles Bibliográficos
Autores: Linares, Rocío, Pelegrina, Santiago, Delgado-Rodríguez, Rafael
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2023
País:España
Institución:Universidad de Jaén
Repositorio:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
OAI Identifier:oai:ruja.ujaen.es:10953/3131
Acceso en línea:https://doi.org/10.1080/10615806.2023.2295476
https://hdl.handle.net/10953/3131
Access Level:acceso abierto
Palabra clave:math anxiety
emotional words
math words
emotional processing
Self-Assessment Manikin
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oai_identifier_str oai:ruja.ujaen.es:10953/3131
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repository_id_str
spelling Emotional Processing of Math-related Words in People with Math AnxietyLinares, RocíoPelegrina, SantiagoDelgado-Rodríguez, Rafaelmath anxietyemotional wordsmath wordsemotional processingSelf-Assessment ManikinBackground: Research exploring emotional responses to math-related words in individuals with math anxiety (MA) is scarce. Here, we examined MA participants’ subjective emotional processing of math-related cues within Lang’s bioinformational model of emotion to further understand the role of those cues in MA. Methods: In total, 41 high-MA and 32 low-MA undergraduates rated math-related words, along with neutral, pleasant, and unpleasant words, from the Affective Norms for English Words. The Self-Assessment Manikin was used to calculate valence, arousal, and dominance scores for each word. Results: The low-MA group rated math-related words as neutral on the three emotional scales, however, the high-MA group rated them lower and higher for valence and dominance than neutral and unpleasant words, respectively. Moreover, math-related words were rated as more and less activating than neutral and unpleasant words, respectively. The two groups significantly differed in scores on the three scales only for the math-related words. Conclusions: These results provide evidence that individuals with high MA show altered emotional processing of math-related words, experiencing them as moderately aversive and moderately activating. The findings emphasize that the altered emotional processing of words associated with math should be considered a symptom of MA.Taylor & Francis Group202420242023info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttps://doi.org/10.1080/10615806.2023.2295476https://hdl.handle.net/10953/3131reponame:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaéninstname:Universidad de JaénInglésAnxiety, Stress, & Coping 2023; 27(5), 651-666Atribución-SinDerivadas 3.0 Españahttp://creativecommons.org/licenses/by-nd/3.0/es/info:eu-repo/semantics/openAccessoai:ruja.ujaen.es:10953/31312026-06-24T12:41:07Z
dc.title.none.fl_str_mv Emotional Processing of Math-related Words in People with Math Anxiety
title Emotional Processing of Math-related Words in People with Math Anxiety
spellingShingle Emotional Processing of Math-related Words in People with Math Anxiety
Linares, Rocío
math anxiety
emotional words
math words
emotional processing
Self-Assessment Manikin
title_short Emotional Processing of Math-related Words in People with Math Anxiety
title_full Emotional Processing of Math-related Words in People with Math Anxiety
title_fullStr Emotional Processing of Math-related Words in People with Math Anxiety
title_full_unstemmed Emotional Processing of Math-related Words in People with Math Anxiety
title_sort Emotional Processing of Math-related Words in People with Math Anxiety
dc.creator.none.fl_str_mv Linares, Rocío
Pelegrina, Santiago
Delgado-Rodríguez, Rafael
author Linares, Rocío
author_facet Linares, Rocío
Pelegrina, Santiago
Delgado-Rodríguez, Rafael
author_role author
author2 Pelegrina, Santiago
Delgado-Rodríguez, Rafael
author2_role author
author
dc.subject.none.fl_str_mv math anxiety
emotional words
math words
emotional processing
Self-Assessment Manikin
topic math anxiety
emotional words
math words
emotional processing
Self-Assessment Manikin
description Background: Research exploring emotional responses to math-related words in individuals with math anxiety (MA) is scarce. Here, we examined MA participants’ subjective emotional processing of math-related cues within Lang’s bioinformational model of emotion to further understand the role of those cues in MA. Methods: In total, 41 high-MA and 32 low-MA undergraduates rated math-related words, along with neutral, pleasant, and unpleasant words, from the Affective Norms for English Words. The Self-Assessment Manikin was used to calculate valence, arousal, and dominance scores for each word. Results: The low-MA group rated math-related words as neutral on the three emotional scales, however, the high-MA group rated them lower and higher for valence and dominance than neutral and unpleasant words, respectively. Moreover, math-related words were rated as more and less activating than neutral and unpleasant words, respectively. The two groups significantly differed in scores on the three scales only for the math-related words. Conclusions: These results provide evidence that individuals with high MA show altered emotional processing of math-related words, experiencing them as moderately aversive and moderately activating. The findings emphasize that the altered emotional processing of words associated with math should be considered a symptom of MA.
publishDate 2023
dc.date.none.fl_str_mv 2023
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.1080/10615806.2023.2295476
https://hdl.handle.net/10953/3131
url https://doi.org/10.1080/10615806.2023.2295476
https://hdl.handle.net/10953/3131
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Anxiety, Stress, & Coping 2023; 27(5), 651-666
dc.rights.none.fl_str_mv Atribución-SinDerivadas 3.0 España
http://creativecommons.org/licenses/by-nd/3.0/es/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución-SinDerivadas 3.0 España
http://creativecommons.org/licenses/by-nd/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis Group
publisher.none.fl_str_mv Taylor & Francis Group
dc.source.none.fl_str_mv reponame:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
instname:Universidad de Jaén
instname_str Universidad de Jaén
reponame_str RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
collection RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
repository.name.fl_str_mv
repository.mail.fl_str_mv
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