[article] 
inJournal of Child Psychology and Psychiatry > 55-9 (September 2014) . - p.1056-1064

Titre :	Who is afraid of math? Two sources of genetic variance for mathematical anxiety
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Zhe WANG, Auteur ; Sara Ann HART, Auteur ; Yulia KOVAS, Auteur ; Sarah LUKOWSKI, Auteur ; Brooke SODEN, Auteur ; Lee A. THOMPSON, Auteur ; Robert PLOMIN, Auteur ; Gráinne MCLOUGHLIN, Auteur ; Christopher W. BARTLETT, Auteur ; Ian M. LYONS, Auteur ; Stephen A. PETRILL, Auteur
Article en page(s) :	p.1056-1064
Langues :	Anglais (eng)
Mots-clés :	Mathematical anxiety  general anxiety  math cognition  quantitative genetics
Index. décimale :	PER Périodiques
Résumé :	Background Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem solving and achievement. This study investigated the genetic and environmental factors contributing to the observed differences in the anxiety people feel when confronted with mathematical tasks. In addition, the genetic and environmental mechanisms that link mathematical anxiety with math cognition and general anxiety were also explored. Methods Univariate and multivariate quantitative genetic models were conducted in a sample of 514 12-year-old twin siblings. Results Genetic factors accounted for roughly 40% of the variation in mathematical anxiety, with the remaining being accounted for by child-specific environmental factors. Multivariate genetic analyses suggested that mathematical anxiety was influenced by the genetic and nonfamilial environmental risk factors associated with general anxiety and additional independent genetic influences associated with math-based problem solving. Conclusions The development of mathematical anxiety may involve not only exposure to negative experiences with mathematics, but also likely involves genetic risks related to both anxiety and math cognition. These results suggest that integrating cognitive and affective domains may be particularly important for mathematics and may extend to other areas of academic achievement.
En ligne :	http://dx.doi.org/10.1111/jcpp.12224
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

[article] Who is afraid of math? Two sources of genetic variance for mathematical anxiety [Texte imprimé et/ou numérique] / Zhe WANG, Auteur ; Sara Ann HART, Auteur ; Yulia KOVAS, Auteur ; Sarah LUKOWSKI, Auteur ; Brooke SODEN, Auteur ; Lee A. THOMPSON, Auteur ; Robert PLOMIN, Auteur ; Gráinne MCLOUGHLIN, Auteur ; Christopher W. BARTLETT, Auteur ; Ian M. LYONS, Auteur ; Stephen A. PETRILL, Auteur . - p.1056-1064.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-9 (September 2014) . - p.1056-1064

Mots-clés :	Mathematical anxiety  general anxiety  math cognition  quantitative genetics
Index. décimale :	PER Périodiques
Résumé :	Background Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem solving and achievement. This study investigated the genetic and environmental factors contributing to the observed differences in the anxiety people feel when confronted with mathematical tasks. In addition, the genetic and environmental mechanisms that link mathematical anxiety with math cognition and general anxiety were also explored. Methods Univariate and multivariate quantitative genetic models were conducted in a sample of 514 12-year-old twin siblings. Results Genetic factors accounted for roughly 40% of the variation in mathematical anxiety, with the remaining being accounted for by child-specific environmental factors. Multivariate genetic analyses suggested that mathematical anxiety was influenced by the genetic and nonfamilial environmental risk factors associated with general anxiety and additional independent genetic influences associated with math-based problem solving. Conclusions The development of mathematical anxiety may involve not only exposure to negative experiences with mathematics, but also likely involves genetic risks related to both anxiety and math cognition. These results suggest that integrating cognitive and affective domains may be particularly important for mathematics and may extend to other areas of academic achievement.
En ligne :	http://dx.doi.org/10.1111/jcpp.12224
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238