Individuals with high levels of mathematics anxiety are more likely to have other forms of anxiety, such as general anxiety and test anxiety, and tend to have some math performance decrement compared ...to those with low math anxiety. However, it is unclear how the anxiety forms cluster in individuals, or how the presence of other anxiety forms influences the relationship between math anxiety and math performance.
We measured math anxiety, test anxiety, general anxiety and mathematics and reading performance in 1720 UK students (year 4, aged 8-9, and years 7 and 8, aged 11-13). We conducted latent profile analysis of students' anxiety scores in order to examine the developmental change in anxiety profiles, the demographics of each anxiety profile and the relationship between profiles and academic performance.
Anxiety profiles appeared to change in specificity between the two age groups studied. Only in the older students did clusters emerge with specifically elevated general anxiety or academic anxiety (test and math anxiety). Our findings suggest that boys are slightly more likely than girls to have elevated academic anxieties relative to their general anxiety. Year 7/8 students with specifically academic anxiety show lower academic performance than those who also have elevated general anxiety.
There may be a developmental change in the specificity of anxiety and gender seems to play a strong role in determining one's anxiety profile. The anxiety profiles present in our year 7/8 sample, and their relationships with math performance, suggest a bidirectional relationship between math anxiety and math performance.
•Use of additive design/processing for production of disposable graphene sensors.•Optimisation of sensing architecture for the electroanalytical applications.•Exploitation of vitamin B2 as a ...biocompatible indicator for wound pH.
The laser-induced modification of polyimide substrates to yield conductive graphitised tracks sensitive to the solution pH is investigated. The influence of laser output and operating characteristics on the surface morphology and the consequential impact on electrochemical properties have been evaluated. Several sensor formats have been pursued using both potentiometric and voltammetric methodologies and found to provide a stable means of determining pH. While the potentiometric system was found to provide sub-Nernstian responses, the voltammetric system employing a riboflavin (vitamin B2) redox probe was found to exhibit classic Nernstian profiles (56 mV/pH). The versatility of the laser patterning on polyimide is shown to yield a mechanically flexible double-sided probe that could be suitable for use in a wide variety of clinical applications.
The combination of paraffin wax and O,O′-bis(2-aminopropyl) polypropylene glycol–block–polyethylene glycol–block–polypropylene glycol was used as a phase-change material (PCM) for the controlled ...delivery of curcumin. The PCM was combined with a graphene-based heater derived from the laser scribing of polyimide film. This assembly provides a new approach to a smart patch through which release can be electronically controlled, allowing repetitive dosing. Rather than relying on passive diffusion, delivery is induced and terminated through the controlled heating of the PCM with transfer only occurring when the PCM transitions from solid to liquid. The material properties of the device and release characteristics of the strategy under repetitive dosing are critically assessed. The delivery yield of curcumin was found to be 3.5 µg (4.5 µg/cm2) per 3 min thermal cycle.
Catheter related blood stream infection is an ever present hazard for those patients requiring venous access and particularly for those requiring long term medication. The implementation of more ...rigorous care bundles and greater adherence to aseptic techniques have yielded substantial reductions in infection rates but the latter is still far from acceptable and continues to place a heavy burden on patients and healthcare providers. While advances in engineering design and the arrival of functional materials hold considerable promise for the development of a new generation of catheters, many challenges remain. The aim of this review is to identify the issues that presently impact catheter performance and provide a critical evaluation of the design considerations that are emerging in the pursuit of these new catheter systems.
This review considers the two possible causal directions between mathematics anxiety (MA) and poor mathematics performance. Either poor maths performance may elicit MA (referred to as the Deficit ...Theory), or MA may reduce future maths performance (referred to as the Debilitating Anxiety Model). The evidence is in conflict: the Deficit Theory is supported by longitudinal studies and studies of children with mathematical learning disabilities, but the Debilitating Anxiety Model is supported by research which manipulates anxiety levels and observes a change in mathematics performance. It is suggested that this mixture of evidence might indicate a bidirectional relationship between MA and mathematics performance (the Reciprocal Theory), in which MA and mathematics performance can influence one another in a vicious cycle.
Developmental dyscalculia is thought to be a specific impairment of mathematics ability. Currently dominant cognitive neuroscience theories of developmental dyscalculia suggest that it originates ...from the impairment of the magnitude representation of the human brain, residing in the intraparietal sulcus, or from impaired connections between number symbols and the magnitude representation. However, behavioral research offers several alternative theories for developmental dyscalculia and neuro-imaging also suggests that impairments in developmental dyscalculia may be linked to disruptions of other functions of the intraparietal sulcus than the magnitude representation. Strikingly, the magnitude representation theory has never been explicitly contrasted with a range of alternatives in a systematic fashion. Here we have filled this gap by directly contrasting five alternative theories (magnitude representation, working memory, inhibition, attention and spatial processing) of developmental dyscalculia in 9–10-year-old primary school children. Participants were selected from a pool of 1004 children and took part in 16 tests and nine experiments. The dominant features of developmental dyscalculia are visuo-spatial working memory, visuo-spatial short-term memory and inhibitory function (interference suppression) impairment. We hypothesize that inhibition impairment is related to the disruption of central executive memory function. Potential problems of visuo-spatial processing and attentional function in developmental dyscalculia probably depend on short-term memory/working memory and inhibition impairments. The magnitude representation theory of developmental dyscalculia was not supported.
Compatibility effects (CEs) arise when multiple stimuli fall within the visual field, providing an indication of stimulus processing. Previous research demonstrated that exogenous factors (e.g., ...luminance) influence the magnitude of CEs and their time course. The current research investigated the influence of endogenous factors. We used a flanker paradigm with a variable temporal delay (SOA) between a flanker and a subsequent central stimulus appearing. To manipulate endogenous factors, we required responses to the flanker on either half or all of the trials. The results indicate that increasing the task relevance of the flanker strengthened the initial positive CE (measured at short SOAs), consistent with past findings related to exogenous factors. However, at longer SOAs, the CE did not reverse into a negative CE, which stands against findings related to exogenous factors. These results indicate that CEs are subject to endogenous modulation, but the temporal dynamics do not mimic exogenous modulation.
A negative correlation between math anxiety and mathematics performance is frequently reported. Thus, some may assume that high levels of mathematics anxiety are associated with poor mathematical ...understanding. However, no previous research has clearly measured the association between mathematics anxiety and mathematical learning disability. To fill this gap, here we investigated the comorbidity of developmental dyscalculia (a selective, serious deficit in mathematical performance) and mathematics anxiety in a sample of 1,757 primary school (8- to 9-year-old) and secondary school (12- to 13-year-old) children. We found that children with developmental dyscalculia were twice as likely to have high mathematics anxiety as were children with typical mathematics performance. More girls had comorbid mathematics anxiety and developmental dyscalculia than did boys. However, 77% of children with high mathematics anxiety had typical or high mathematics performance. Our findings suggest that cognitive and emotional mathematics problems largely dissociate and call into question the assumption that high mathematics anxiety is exclusively linked to poor mathematics performance. Different intervention methods need to be developed to prevent and treat emotional and cognitive blocks of mathematical development.
Educational Impact and Implications Statement
This study shows that about one fifth of children meeting criteria for developmental dyscalculia are also highly anxious about mathematics. Yet, the majority of children with high mathematics anxiety have adequate or even high mathematics performance. These findings suggest that for the most part, each of these math learning problems needs to be treated separately; interventions targeted toward reducing or offloading worrying thoughts may be beneficial to children with math anxiety, whereas interventions focusing on improvement of numerical skills and working memory are more likely to be successful in the treatment of developmental dyscalculia.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ
Abstract In the assessment of second language oral communication, the video-call speaking test has received increasing attention as a test method with higher practicality than its in-person ...counterpart, but still with broad coverage of the test construct. Previous studies into video-call assessment have focussed on the individual (as opposed to paired or group) interactional format. The current study extends this line of research by focussing on paired speaking interactions, with a specific focus on the construct of interactional competence. A concurrent triangulation design was adopted with the use of both quantitative and qualitative data through recordings and scores of test performances, questionnaires, and focus groups. Findings indicate that video-call paired interactions in the assessment context of interest in this study are largely comparable to in-person interactions in terms of scores, with statistically small-effect size differences identified. Some differences in terms of turn-taking management, examiner, and test-taker perceptions were also identified. We argue for a more in-depth awareness of the characteristics of video-call speaking in its own right, which can inform both assessment and learning contexts.
Maths anxiety (MA) is a debilitating negative emotional reaction towards mathematics. However, MA research in primary and early secondary school is surprisingly sparse and inconsistent. Here we ...tested primary and secondary students' maths and reading performance and their maths and general anxiety (GA). We examined gender differences, developmental changes regarding the MA/maths performance link and investigated whether MA is linked to other academic domains (reading) and/or to other anxiety-types (GA). Results revealed that girls exhibited higher MA than boys at both educational levels. Whilst there was a reliable negative correlation between MA and secondary students' arithmetic performance, no such relationship was revealed in primary students. Finally, MA was moderately correlated with GA and, when GA was partialled out, MA remained significantly correlated with secondary students' arithmetic performance. MA was not related to reading performance when GA was controlled. It was concluded that the negative MA/maths performance link surfaces later in the educational timeline and MA appears to be both exclusively related to maths and independent of GA.
•We explored MA gender differences, mapped MA developmental changes and investigated the specificity of this anxiety-type.•Girls exhibited higher MA than boys at both educational levels.•The negative relation between MA and maths performance surfaces later in the educational timeline.•MA can be considered a maths specific anxiety-type and is independent of general anxiety.
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