Meta-analysis of skill-based and therapeutic interventions to address math anxiety

Robin S Codding; Abigail E Goodridge; Emily Hill; Kourtney R Kromminga; Reina Chehayeb; Robert J Volpe; Nicole Scheman

doi:10.1016/j.jsp.2023.101229

Meta-analysis of skill-based and therapeutic interventions to address math anxiety

J Sch Psychol. 2023 Oct:100:101229. doi: 10.1016/j.jsp.2023.101229. Epub 2023 Aug 31.

Authors

Robin S Codding¹, Abigail E Goodridge², Emily Hill², Kourtney R Kromminga³, Reina Chehayeb², Robert J Volpe², Nicole Scheman²

Affiliations

¹ Department of School Psychology, Northeastern University, United States of America. Electronic address: r.codding@northeastern.edu.
² Department of School Psychology, Northeastern University, United States of America.
³ Department of Intervention Services and Leadership in Education, Wichita State University, United States of America.

PMID: 37689437
DOI: 10.1016/j.jsp.2023.101229

Abstract

The purpose of this meta-analysis was to examine the impact of school-based therapeutic and math skill interventions on math anxiety symptoms and math achievement among K-12 students. Potential moderators included treatment type and study quality. A systematic search yielded 17 included studies representing 1786 primary and secondary students. The results suggested that therapeutic interventions reduced math anxiety symptoms (g_av = -0.51) better than math skill interventions (g_av = -0.32) and math skill interventions improved math achievement (g_av = 0.76) more than therapeutic interventions (g_av = 0.12). Moderator analysis indicated that when accounting for study quality, the differences between intervention type were not significant for either of the outcome measures (i.e., achievement and math anxiety). Theoretical and practical implications of these findings are discussed.

Keywords: Intervention; Math achievement; Math anxiety; meta-analysis.

Publication types

Meta-Analysis

MeSH terms

Anxiety Disorders*
Anxiety* / therapy
Humans
Schools
Students