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A Meta-Analysis of Math Anxiety Interventions

Authors

  • Ellen Sammallahti Orcid
    Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland
  • Jonatan Finell Orcid
    Department of Applied Educational Science, Umeå University, Umeå, Sweden
  • Bert Jonsson Orcid
    Department of Applied Educational Science, Umeå University, Umeå, Sweden
  • Johan Korhonen Orcid
    Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland

Abstract

The experience of math anxiety can have detrimental effects on students’ math performance, and researchers have in recent years tried to design interventions aiming at reducing math anxiety. This meta-analysis aimed to examine the effectiveness of math anxiety interventions in reducing math anxiety and improving math performance. The meta-analysis comprised 50 studies and included 75 effect sizes. On average, the effect sizes were moderate (g = -0.467) for reducing math anxiety and improving math performance (g = 0.502). Interventions that focused on Cognitive support or regulating Emotions were effective both in reducing math anxiety and improving math performance. In addition, longer interventions and interventions targeting students older than 12 had the biggest decrease in math anxiety. Study quality was not related to intervention outcomes.