No Excess of Mathematics Anxiety in Adolescents Born Very Preterm.

Autor:	Trickett J; Centre for Mathematical Cognition, Loughborough University.; Department of Health Sciences, University of Leicester, Leicester, UK., Gilmore C; Centre for Mathematical Cognition, Loughborough University., Cragg L; School of Psychology, University of Nottingham, Nottingham, UK., Clayton S; Department of Health Sciences, University of Leicester, Leicester, UK., Marlow N; Research Department of Academic Neonatology, Institute for Women's Health, University College London, London, UK., Simms V; School of Psychology, Ulster University, Coleraine, UK., Spong R; Department of Health Sciences, University of Leicester, Leicester, UK., Johnson S; Department of Health Sciences, University of Leicester, Leicester, UK.
Jazyk:	angličtina
Zdroj:	Journal of developmental and behavioral pediatrics : JDBP [J Dev Behav Pediatr] 2021 Apr 01; Vol. 42 (3), pp. 220-226.
DOI:	10.1097/DBP.0000000000000884
Abstrakt:	Objective: To assess whether adolescents born very preterm (VP; <32 weeks' gestation) have an excess of mathematics anxiety compared with their classmates born at term. Methods: This cohort study included 127 adolescents born VP (51% male, mean age 13.9 years, SD 0.7) and 95 term-born classmates (56% male, mean age 13.7 years, SD 0.7) who completed the Wechsler Individual Achievement Test Second UK Edition and the Mathematics Anxiety Scale-UK at the age of 11 to 15 years. Self-reported trait anxiety was assessed using a composite of 3 items from the Strengths and Difficulties Questionnaire. Results: Adolescents born VP had significantly poorer mathematics attainment than adolescents born at term (difference in means: -0.64 SD; 95% confidence interval -0.95 to -0.34). However, there were no between-group differences in self-reported mathematics anxiety or trait anxiety. There were significant moderate associations between mathematics anxiety and mathematics attainment for adolescents born VP (rho: -0.45) and at term (rho: -0.54), after controlling for trait anxiety. Conclusion: Adolescents born VP do not have heightened mathematics anxiety compared with their term-born classmates, despite poorer attainment in mathematics. Improving domain-general cognitive skills and scaffolding learning in the classroom may be more promising avenues for intervention than attempting to reduce mathematics anxiety. Competing Interests: Disclosure: The authors declare no conflict of interest. (Copyright © 2020 Wolters Kluwer Health, Inc. All rights reserved.)
Databáze:	MEDLINE
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