Undergraduate Senior Thesis as part of the Psychology Departmental Honors Program at the University of New Mexico, September 2000- May 2002. Project entitled, “Cognitive Intervention in Math Anxiety.”
ABSTRACT:
Stephanie L. Holstad
Cognitive Intervention in Mathematics Anxiety
Faculty Advisors: Mark Pedrotty, PhD., Ronald A Yeo, Ph.D.
In a variety of studies, imagery has been shown to be helpful in increasing performance and decreasing anxiety. The present study sought to evaluate whether positive imagery could decrease mathematics anxiety and increase mathematics test scores in children. Three groups of children in grades 6-7 were studied: a positive imagery group; a neutral imagery group; and a control group receiving no imagery training. A trial of seven sessions was conducted, including daily math quizzes. Trait and state anxiety measures were obtained on all participants at the beginning and end of the study. No group differences were evident in state anxiety or math performance upon completion of the seven sessions. Limitations of the present study include the fact that the daily quizzes did not actually affect classroom math grades, possible floor and ceiling effects on the quizzes, and the fact that participants were not selected for any prior history of mathematics anxiety.
