The Relationship between Executive Functions and Reinforcement Sensitivity Theory with Mathematical Anxiety: The Mediating Role of Mental Toughness

Document Type : Research Article

Authors

1 Ph.D. student in Educational Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran

2 Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Kharazmi University, Tehran, Iran

3 Assistant Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Khwarazmi University, Tehran, Iran

Abstract

Abstract
Objective: Mathematical anxiety is a common and often debilitating phenomenon that can hinder students' learning and progress in mathematics. Therefore, identifying the influential factors is essential. This research aims to determine the mediating role of Mental Toughness in the relationship between executive functions, Reinforcement Sensitivity Theory, and mathematical anxiety.
Methods: This research is applied in terms of its objective and correlational in terms of data collection. The study population consisted of high school students studying theoretical subjects in the year 1401-1402 in Zanjan, Iran. A sample of 455 students was selected using multi-stage random cluster sampling. Research variables were measured using the following scales: Mental Toughness (McGeown et al., 2016), mathematical anxiety (Hopko et al., 2003), executive functions (Gioia et al., 2015), and Reinforcement Sensitivity Theory (Vecchione, M., & Corr, 2020). Data analysis was performed using SPSS-26 and AMOS-24 software. The research model was evaluated using structural equation modeling fit indices and path analysis.
Results: Correlation coefficients indicated that executive functions and the behavioral activation system were capable of directly predicting mathematical anxiety. Significance of the indirect effect suggests that Mental Toughness mediates the relationship between Reinforcement Sensitivity Theory and executive functions.
Conclusions: Deficits in executive functions and behavioral inhibition systems lead to decreased Mental Toughness, which, in turn, increases mathematical anxiety. In contrast, optimal functioning of the behavioral activation system increases Mental Toughness, subsequently reducing mathematical anxiety. The research findings, including the practical implications and research recommendations, are discussed.
 

Keywords

Main Subjects

References

(2019). Mathematics Prediction on the Basis of executive Functions in Normal 4th Grade Children. Biquarterly Journal of Cognitive Strategies in Learning, 7(12), 169-187. [In Persian]  https://doi.org/10.22084/J.PSYCHOGY.2018.11259.1410
Arji, J., Sepehrian-Azar, F., & Soleimani, E. (2018). Investigating the structural relationship between math anxiety, Gray's biological model of personality, and test anxiety through assessing the self-efficacy mediating role among junior girl students of Urmia City high schools, Iran. Chronic Diseases Journal, 3(6), 127-135. [In Persian]. https://doi.org/10.22122/cdj.v6i3.284
Azimpour, S., Vahedi, S., & Fakhfouri, M. (2021). A Comparison of the Effects of Teaching with Dynamic and Static Graphic Images Methods on Geometric Attitude and Anxiety of Students. Biquarterly Journal of Cognitive Strategies in Learning, 9(16), 57-72. https://doi.org/10.22084/J.PSYCHOGY.2021.21560.2147
Balali, M., Sadeghi, J., & Homayouni, A. (2021). Structural Relationships between Mathematical Academic Beliefs and Mathematical Anxiety Mediated by Academic Hardiness in Male High School Students in District 4 of Tehran. Journal of Research in Educational Science, 15(54), 104-114. [In Persian] https://doi.org/20.1001.1.23831324.1400.15.54.8.4
Beyrami, M., Kadivar, P., Arabzadeh, M. (2024). Mental Toughness Scale for Adolescents: Psychometric Properties and its Relationship with Academic Procrastination and Anxiety. Quarterly of Educational Measurement, (In press). [In Persian] https://doi.org/10.22054/jem.2024.74210.3469.
Beyrami, M., Kadivar, P., Keramati, H., Arabzadeh, M., & Kavousian, J. (2023). Systematic review of antecedents and consequences of academic procrastination and its prediction based on executive functions, Reinforcement Sensitivity Theory, and resilience components. (PhD Thesis). Kharazmi University, Faculty of Psychology and Education Sciences, Tehran. [In Persian].
Beyrami, M., Kadivar, P., Keramati, H., Arabzadeh, M., & Kavousian, J. (2023). Psychometric properties of the Persian version of the Behavior Rating self-report Inventory of Executive Function, (BRIEF-SR) in the students of the second secondary school. Research in School and Virtual Learning, 11(1), 39-52.  https://doi.org/10.30473/etl.2023.65035.3864
Bennett, C., & Bacon, A. M. (2019). At long last-A reinforcement sensitivity theory explanation of procrastination. Journal of Individual Differences, 40(4), 234-241.
https://doi.org/10.1027/1614-0001/a000296
Clough, P., Earle, K., & Sewell, D. (2002). Mental toughness: the concept and its measurement. In: COCKERILL, I. (Ed.). Solutions in sport psychology. London: Thomson, pp.32-45.
Cohen, L. D., Yavin, L. L., & Rubinsten, O. (2021). Females' negative affective valence to math-related words. Acta Psychologica, 217, 103313. https://doi.org/10.1016/j.actpsy.2021.103313
Corr, P. J. (2008). Introduction Reinforcement Sensitivity Theory (RST): Introduction. In P.J. Corr (Ed.). The Reinforcement Sensitivity Theory of Personality (pp. 1-43). https://doi.org/10.1017/CBO9780511819384.002
Corr, P. J., & Cooper, A. J. (2016). The Reinforcement Sensitivity Theory of Personality Questionnaire (RST-PQ): Development and validation. Psychological Assessment, 28(11), 1427-1440. https://doi.org/10.1037/pas0000273
Corr, P. J., & McNaughton, N. (2012). Neuroscience and approach/ avoidance personality traits: A two stage (valuation-motivation) approach. Neuroscience and Biobehavioral Reviews, 36(10), 2339-2354. https://doi.org/10.1016/j.neubiorev.2012.09.013
Delaney, Goldman, King, & Nelson-Gray. (2015). Mental toughness, reinforcement sensitivity theory, and the five-factor model: Personality and directed forgetting. Personality and Individual Differences, 83(C), 180-184. https://doi.org/10.1016/j.paid.2015.04.020
Devine, A., Hill, F., Carey, E., & Szu, D. (2018). Cognitive and emotional math problems largely dissociate: Prevalence of developmental dyscalculia and mathematics anxiety. Journal of Educational Psychology, 110(3), 431-444. https://doi.org/10.1037/edu0000222
Dewhurst, S. A., Anderson, R. J., Howe, D., & Clough, P. J. (2019). The relationship between mental toughness and cognitive control: evidence from the item-method directed forgetting task. Applied Cognitive Psychology, 33(5), 943-951. https://doi.org/10.1002/acp.3570
Eidlin Levy, H., Fares, L., & Rubinsten, O. (2021). Math anxiety affects females' vocational interests. Journal of Experimental Child Psychology, 210, 105214. https://doi.org/10.1016/j.jecp.2021.105214
Estonanto, A. J. J., & Dio, R. V. (2019). Factors causing mathematics anxiety of senior high school students in calculus. Asian Journal of Education and e-Learning (ISSN: 2321-2454), 7(1).
https://doi.org/10.24203/ajeel.v7i1.5701
Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The math anxiety-performance link: A global phenomenon. Current directions in psychological science, 26(1), 52-58. https://doi.org/10.1177/0963721416672463
Ghasemzadeh, F., Issazadegan, A., & Mikaeli, F. (2019). Prediction of State/Trait Anxiety Based on the Behavioral Brain System of Morningness-Eveningnesstypes in Students. Journal of Health Promotion Management, 8(4), 26-34. https://doi.org/10.21859/jhpm.08404
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior Rating Inventory of Executive Function. Child Neuropsychology, 6, 235-238. https://doi.org/10.1076/chin.6.3.235.3152
Goodall, J. and Johnston-Wilder, S. (2015) Overcoming Mathematical Helplessness and Developing Mathematical Resilience in Parents: An Illustrative Case Study. Creative Education, 6(5), 526-535. https://doi.org/10.4236/ce.2015.65052
Gray, JA. (1982). Précis of The neuropsychology of anxiety: An enquiry into the functions of the septo-hippocampal system. Behavioral and Brain Sciences, 5(3), 469-484. https://doi.org/10.1017/S0140525X00013066
Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2011). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66(3-4), 153-166. https://doi.org/10.1007/s11199-011-9996-2
Hardy, L., Bell, J., & Beattie, S. (2014). A neuropsychological model of mentally tough behavior. Journal of personality, 82(1), 69-81. https://doi.org/10.1111/jopy.12034
Hart, S. A., & Ganley, C. M. (2019). The nature of math anxiety in adults: Prevalence and correlates. Journal of Numerical Cognition, 5(2), 122-139. https://doi.org/10.5964/jnc.v5i2.195
Hartwright, C. E., Looi, C. Y., Sella, F., Inuggi, A., Santos, F. H., González-Salinas, C., & Fuentes, L. J. (2018). The neurocognitive architecture of individual differences in math anxiety in typical children. Scientific reports, 8(1), 1-10. https://doi.org/10.1038/s41598-018-26912-5
Hasty, L. M., Malanchini, M., Shakeshaft, N., Schofield, K., Malanchini, M., & Wang, Z. (2021). When anxiety becomes my propeller: Mental toughness moderates the relation between academic anxiety and academic avoidance. British Journal of Educational Psychology, 91(1), 368-390. https://doi.org/10.1111/bjep.12366
Jackson, C. J., Loxton, N. J., Harnett, P., Ciarrochi, J., & Gullo, M. J. (2014). Original and revised reinforcement sensitivity theory in the prediction of executive functioning: A test of relationships between dual systems. Personality and Individual Differences, 56, 83-88.
https://doi.org/10.1016/j.paid.2013.08.024
Jamali Gharakhanlou, Y., & Najafi, S. (2016). The survey relationship brain/behavioral systems with coping skills with stress and its role in the mental health of students. Journal of Pediatric Nursing, 3(2), 34-40. https://doi.org/10.21859/jpen-03025
Jenifer, J. B., Rozek, C. S., Levine, S. C., & Beilock, S. L. (2022). Effort(less) exam preparation: Math anxiety predicts the avoidance of effortful study strategies. Journal of Experimental Psychology: General, 151(10), 2534-2541. https://doi.org/10.1037/xge0001202
Katz, B. A., Matanky, K., Aviram, G., & Yovel, I. (2020). Reinforcement sensitivity, depression and anxiety: A meta-analysis and meta-analytic structural equation model. Clinical Psychology Review, 77, 101-842. https://doi.org/10.1016/j.cpr.2020.101842
Li, Q., Cho, H., Cosso, J., & Maeda, Y. (2021). Relations between students' mathematics anxiety and motivation to learn mathematics: A meta-analysis. Educational Psychology Review, 1-33.
https://doi.org/10.1007/s10648-020-09589-z
Lin, Y., Mutz, J., Clough, P. J., & Papageorgiou, K. A. (2017). Mental toughness and individual differences in learning, educational and work performance, psychological well-being, and personality: A systematic review. Frontiers in Psychology, 8, 13-45. https://doi.org/10.3389/fpsyg.2017.01345
Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology research and behavior management, 311-322. https://doi.org/10.2147/PRBM.S141421
Mata, P. (2020). Grit and academic self-efficacy as predictors of senior high school academic performance. Journal of Agriculture and Technology Management, 23(1), 35-42.
Matthews, G., Lin, J., & Wohleber, R. (2017). Personality, stress and resilience: a multifactorial cognitive science perspective. Psihologijske teme, 26(1), 139-162. https://doi.org/10.31820/pt.26.1.6
McCloskey, G., Perkins, L. A., & Van Diviner, B. (2009). Assessment and Intervention for executive functions difficulties: School-based practice in Action Series. New York, NY: Routledge. https://doi.org/10.4324/9780203893753-10
McGeown, S. P., St Clair-Thompson, H.,&Clough, P. (2016). The study of non-cognitive attributes in education: Proposing the mental toughness framework. Educational Review, 68(1), 96-113.
https://doi.org/10.1080/00131911.2015.1008408
McKee, J. (2017). Executive functions and resilience in first-year undergraduate students. ProQuest Dissertations and Theses.
Miyake, A., & Friedman, NP. (2012). The nature and organization of individual differences in executive functions. Current Directions in Psychological Science 21, 8-14. https://doi.org/10.1177/0963721411429458
Moran-Soto, G., & Gonzalez-Pena, O. I. (2022). Mathematics anxiety and self-efficacy of Mexican engineering students: Is there gender gap? Education Sciences, 12(6), 391-402.
https://doi.org/10.3390/educsci12060391
Oktawirawan, D. H. (2020). Faktor pemicu kecemasan siswa dalam melakukan pembelajaran daring di masa pandemi covid-19. Journal Ilmiah Universitas Batanghari Jambi, 20(2), 541-544. https://doi.org/10.33087/jiubj.v20i2.932
Orbach, L., Herzog, M., & Fritz, A. (2020). State-and trait-math anxiety and their relation to math performance in children: The role of core executive functions. Cognition, 200, 104-271.
https://doi.org/10.1016/j.cognition.2020.104271
Passolunghi, M. C., De Vita, C., & Pellizzoni, S. (2020). Math anxiety and math achievement: The effects of emotional and math strategy training. Developmental Science, 23(6), e12964.
https://doi.org/10.1111/desc.12964
Pellizzoni, S., Apuzzo, G. M., De Vita, C., Agostini, T., Ambrosini, M., & Passolunghi, M. C. (2020). Exploring EFs and math abilities in highly deprived contexts. Frontiers in Psychology, 11(10), 383-394. https://doi.org/10.3389/fpsyg.2020.00383
Pourakbaran, E., Hassani, J., & Ghasemi Motlagh, M. (2020). Investigating the activity of brain-behavioral systems and resilience through the mediating role of metacognitive beliefs in patients with tension headaches. Journal of Fundamentals of Mental Health, 23(1), 28-39. https://doi.org/10.22038/jfmh.2021.17912
Rabuya, C. A. (2023). Factors Related to Mathematics Anxiety among Senior High School Students in Basic and Pre-Calculus: A Descriptive CROSS-Sectional Psychological study. Journal for ReAttach Therapy and Developmental Diversities, 6(9s), 183-190.
Sobrevega, L., & Arellano, E. (2014). Emotional Quotient, Mental Toughness, Mathematics Anxiety, and Performance of Teacher Education Students. WVSU Research Journal, 3(2), 1-13.
Stoeber, J., & Corr, P. J. (2017). Perfectionism, personality, and future-directed thinking: Further insights from revised Reinforcement Sensitivity Theory. Personality and Individual Differences, 105¸78-83. https://doi.org/10.1016/j.paid.2016.09.041
Trigueros, R., Aguilar-Parra, J. M., Mercader, I., Fernández-Campoy, J. M., & Carrión, J. (2020). Set the controls for the heart of the maths. The protective factor of resilience in the face of mathematical anxiety. Mathematics, 8(10), 161-169. https://doi.org/10.3390/math8101660
Vecchione, M., & Corr, P. J. (2021). Development and validation of a short version of the Reinforcement Sensitivity Theory of Personality Questionnaire (RST-PQ-S). Journal of Personality Assessment, 103(4), 535-546. https://doi.org/10.1080/00223891.2020.1801702
White, E. J., Kraines, M. A., Tucker, R. P., Wingate, L. R., Wells, T. T., and Grant,nD. M. (2017). Rumination's effect on suicide ideation through grit and gratitude: a path analysis study. Psychiatry Res, 251, 97-102. https://doi.org/10.1016/j.psychres.2017.01.086
Yuan, Z., Tan, J., & Ye, R. (2023). A cross-national study of mathematics anxiety. The Asia-Pacific Education Researcher, 32(3), 295-306. https://doi.org/10.1007/s40299-022-00652-7
Zainal, N. H., & Newman, M. G. (2018). Executive function and other cognitive deficits are distal risk factors of generalized anxiety disorder 9 years later. Psychological medicine, 48(12), 2045-2053. https://doi.org/10.1017/S0033291717003579
Zhang, Y., Zhang, X., Zhang, L., & Guo, C. (2019). Executive function and resilience as mediators of adolescents' perceived stressful life events and school adjustment. Frontiers in psychology, 10(15), 446-485. https://doi.org/10.3389/fpsyg.2019.00446
Biquarterly Journal of Cognitive Strategies in Learning
Volume 12, Issue 22 - Serial Number 22
Spring & Summer 2024
August 2024
Pages 187-204

Files

Share

How to cite

Statistics