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<p>Math anxiety impairs performance, but how its state and trait components interact with task characteristics remains unclear. We examined how state math anxiety varies as a function of trait math anxiety, task paradigm, and temporal dynamics, and how trait math anxiety relates to arithmetic performance. Results revealed that production paradigms, which require generating answers, elicited higher state math anxiety compared to decision paradigms, particularly for individuals with high trait math anxiety. Looking into different task phases, state math anxiety decreased during arithmetic due to habituation and after arithmetic due to relief. Additionally, the anxiety-complexity effect was replicated: Individuals with higher trait math anxiety were slower in solving complex arithmetic with a carry or borrow operation. This study confirmed the situation-dependent characteristics of state math anxiety and its dependency on paradigm and trait math anxiety, with implications for designing interventions that mitigate anxiety and optimize learning.</p>

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The dynamics of state math anxiety vary by paradigm and timing during arithmetic

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年1月20日

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  • Xinru Yao,
  • Julia F. Huber,
  • Zixu Li,
  • Yaren Findik,
  • Hans-Christoph Nuerk,
  • Christina Artemenko

摘要

Math anxiety impairs performance, but how its state and trait components interact with task characteristics remains unclear. We examined how state math anxiety varies as a function of trait math anxiety, task paradigm, and temporal dynamics, and how trait math anxiety relates to arithmetic performance. Results revealed that production paradigms, which require generating answers, elicited higher state math anxiety compared to decision paradigms, particularly for individuals with high trait math anxiety. Looking into different task phases, state math anxiety decreased during arithmetic due to habituation and after arithmetic due to relief. Additionally, the anxiety-complexity effect was replicated: Individuals with higher trait math anxiety were slower in solving complex arithmetic with a carry or borrow operation. This study confirmed the situation-dependent characteristics of state math anxiety and its dependency on paradigm and trait math anxiety, with implications for designing interventions that mitigate anxiety and optimize learning.