Mathematical anxiety is associated with general rather than specific weakness in attention

Introduction – Math anxiety (MA) is a feeling of tension and anxiety that interferes with an individual’s ability to solve mathematical problems. While some theories suggest that MA is based on a general weakness in spatial abilities, others propose that attention is only disrupted due to exposure to negative stimuli. Methods – To resolve this conflict, we employed a spatial flanker task with negative, neutral, or mathematical pictures as irrelevant distractors. We examined both verbal MA (using a self-report questionnaire) and nonverbal MA (using a rating of math-related pictures). Results – Verbal MA was associated with a larger location congruity effect. Conversely, nonverbal MA modulated the response to negative distractors: high nonverbal MA participants were less affected by negative pictures than low nonverbal MA participants. While low nonverbal MA participants showed a disengagement bias toward the negative picture, high MA participants showed the regular location congruity effect regardless of emotional valence. Discussion – The result from verbal MA assessments supports the presence of spatial/attentional deficits associated with MA.