Sian L Beilock
Biographic Data
| ID | 4234786 |
|---|---|
| NAME | Sian L Beilock |
| GIVEN NAMES | Sian L |
| FAMILY NAME | Beilock |
| SIGNATURE | BEILOCK S L |
| AFFILIATIONS | University of Chicago |
| ORCID | 0000-0002-0556-5241 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 138 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Parental intrusive homework support and math achievement
Prior research shows that when parents monitor, check, and assist in completing homework without an invitation, their children's motivation and academic achievement often decline. We propose that intrusive support from parents might also send the message that children are incompetent, especially if they believe their intelligence is fixed. We tested whether children's mindsets moderate the negative link between parents' intrusive homework support…
The Math Anxiety-Performance Link
Demand for science, technology, engineering, and mathematics (STEM) professionals is on the rise worldwide. To effectively meet this demand, many governments and private organizations have revamped STEM education and promoted training to enhance math and science skills among students and workers. Education and training programs typically focus on increasing individuals’ math and science knowledge. However, data from laboratory studies and large-s…
From Janet T. Spence’s Manifest Anxiety Scale to the Present Day
On the relationship between math anxiety and math achievement in early elementary school
Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety
A large field study of children in first and second grade explored how parents’ anxiety about math relates to their children’s math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents’ math anxiety predicts their children’s math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math ove…
Math at home adds up to achievement in school
A little bit of math goes a long way Children's emerging language skills are supported when their caregivers read to them at home. Math skills, however, are often relegated to the schools. Berkowitz et al. developed a mobile-device app designed to help caregivers bring a little bit of math into the home. Improved math skills were apparent within months for elementary school students. Improvements were most dramatic in families where the caregiver…
Math Anxiety, Working Memory, and Math Achievement in Early Elementary School
Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, Citation2007), research establishing a connection between math anxiety and math achievement has generally been conducted with young adults, ignoring the emergence of math anxiety in young children. In the current study, we explored whether math anxiety relates to young children's math achievement. One hundred and fifty-four first- and se…
Math anxiety
The relation between spatial skill and early number knowledge
Spatial skill is highly related to success in math and science (e.g., Casey, Nuttall, Pezaris, & Benbow, 1995). However, little work has investigated the cognitive pathways by which the relation between spatial skill and math achievement emerges. We hypothesized that spatial skill plays a crucial role in the development of numerical reasoning by helping children to create a spatially meaningful, powerful numerical representation-the linear number…
Choke or thrive? The relation between salivary cortisol and math performance depends on individual differences in working memory and math-anxiety
In the current study, we explored how a person's physiological arousal relates to their performance in a challenging math situation as a function of individual differences in working memory (WM) capacity and math-anxiety. Participants completed demanding math problems before and after which salivary cortisol, an index of arousal, was measured. The performance of lower WM individuals did not depend on cortisol concentration or math-anxiety. For hi…
The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes
New Directions for Research on the Role of Parents and Teachers in the Development of Gender-Related Math Attitudes
Female teachers’ math anxiety affects girls’ math achievement
People’s fear and anxiety about doing math—over and above actual math ability—can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teac…
Multiple social identities and stereotype threat
In 4 experiments, the authors showed that concurrently making positive and negative self-relevant stereotypes available about performance in the same ability domain can eliminate stereotype threat effects. Replicating past work, the authors demonstrated that introducing negative stereotypes about women's math performance activated participants' female social identity and hurt their math performance (i.e., stereotype threat) by reducing working me…
When High-Powered People Fail
We examined the relation between pressure-induced performance decrements, or “choking under pressure,” in mathematical problem solving and individual differences in working memory capacity. In cognitively based academic skills such as math, pressure is thought to harm performance by reducing the working memory capacity available for skill execution. Results demonstrated that only individuals high in working memory capacity were harmed by performa…
On the fragility of skilled performance
Experiments 1-2 examined generic knowledge and episodic memories of putting in novice and expert golfers. Impoverished episodic recollection of specific putts among experts indicated that skilled putting is encoded in a procedural form that supports performance without the need for step-by-step attentional control. According to explicit monitoring theories of choking, such proceduralization makes putting vulnerable to decrements under pressure. E…
The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes
The relation between spatial skill and early number knowledge
Spatial skill is highly related to success in math and science (e.g., Casey, Nuttall, Pezaris, & Benbow, 1995). However, little work has investigated the cognitive pathways by which the relation between spatial skill and math achievement emerges. We hypothesized that spatial skill plays a crucial role in the development of numerical reasoning by helping children to create a spatially meaningful, powerful numerical representation-the linear number…
Multiple social identities and stereotype threat
In 4 experiments, the authors showed that concurrently making positive and negative self-relevant stereotypes available about performance in the same ability domain can eliminate stereotype threat effects. Replicating past work, the authors demonstrated that introducing negative stereotypes about women's math performance activated participants' female social identity and hurt their math performance (i.e., stereotype threat) by reducing working me…
Parental intrusive homework support and math achievement
Prior research shows that when parents monitor, check, and assist in completing homework without an invitation, their children's motivation and academic achievement often decline. We propose that intrusive support from parents might also send the message that children are incompetent, especially if they believe their intelligence is fixed. We tested whether children's mindsets moderate the negative link between parents' intrusive homework support…
From Janet T. Spence’s Manifest Anxiety Scale to the Present Day
On the fragility of skilled performance
Experiments 1-2 examined generic knowledge and episodic memories of putting in novice and expert golfers. Impoverished episodic recollection of specific putts among experts indicated that skilled putting is encoded in a procedural form that supports performance without the need for step-by-step attentional control. According to explicit monitoring theories of choking, such proceduralization makes putting vulnerable to decrements under pressure. E…
When High-Powered People Fail
We examined the relation between pressure-induced performance decrements, or “choking under pressure,” in mathematical problem solving and individual differences in working memory capacity. In cognitively based academic skills such as math, pressure is thought to harm performance by reducing the working memory capacity available for skill execution. Results demonstrated that only individuals high in working memory capacity were harmed by performa…
Multiple social identities and stereotype threat
In 4 experiments, the authors showed that concurrently making positive and negative self-relevant stereotypes available about performance in the same ability domain can eliminate stereotype threat effects. Replicating past work, the authors demonstrated that introducing negative stereotypes about women's math performance activated participants' female social identity and hurt their math performance (i.e., stereotype threat) by reducing working me…
Female teachers’ math anxiety affects girls’ math achievement
People’s fear and anxiety about doing math—over and above actual math ability—can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teac…
Choke or thrive? The relation between salivary cortisol and math performance depends on individual differences in working memory and math-anxiety
In the current study, we explored how a person's physiological arousal relates to their performance in a challenging math situation as a function of individual differences in working memory (WM) capacity and math-anxiety. Participants completed demanding math problems before and after which salivary cortisol, an index of arousal, was measured. The performance of lower WM individuals did not depend on cortisol concentration or math-anxiety. For hi…
The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes
New Directions for Research on the Role of Parents and Teachers in the Development of Gender-Related Math Attitudes
Math anxiety
The relation between spatial skill and early number knowledge
Spatial skill is highly related to success in math and science (e.g., Casey, Nuttall, Pezaris, & Benbow, 1995). However, little work has investigated the cognitive pathways by which the relation between spatial skill and math achievement emerges. We hypothesized that spatial skill plays a crucial role in the development of numerical reasoning by helping children to create a spatially meaningful, powerful numerical representation-the linear number…
Math Anxiety, Working Memory, and Math Achievement in Early Elementary School
Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, Citation2007), research establishing a connection between math anxiety and math achievement has generally been conducted with young adults, ignoring the emergence of math anxiety in young children. In the current study, we explored whether math anxiety relates to young children's math achievement. One hundred and fifty-four first- and se…
Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety
A large field study of children in first and second grade explored how parents’ anxiety about math relates to their children’s math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents’ math anxiety predicts their children’s math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math ove…
Math at home adds up to achievement in school
A little bit of math goes a long way Children's emerging language skills are supported when their caregivers read to them at home. Math skills, however, are often relegated to the schools. Berkowitz et al. developed a mobile-device app designed to help caregivers bring a little bit of math into the home. Improved math skills were apparent within months for elementary school students. Improvements were most dramatic in families where the caregiver…
On the relationship between math anxiety and math achievement in early elementary school
The Math Anxiety-Performance Link
Demand for science, technology, engineering, and mathematics (STEM) professionals is on the rise worldwide. To effectively meet this demand, many governments and private organizations have revamped STEM education and promoted training to enhance math and science skills among students and workers. Education and training programs typically focus on increasing individuals’ math and science knowledge. However, data from laboratory studies and large-s…
From Janet T. Spence’s Manifest Anxiety Scale to the Present Day
Parental intrusive homework support and math achievement
Prior research shows that when parents monitor, check, and assist in completing homework without an invitation, their children's motivation and academic achievement often decline. We propose that intrusive support from parents might also send the message that children are incompetent, especially if they believe their intelligence is fixed. We tested whether children's mindsets moderate the negative link between parents' intrusive homework support…
Psychology (16 works) · Developmental psychology (12 works) · Education, Achievement, and Giftedness (11 works) · Anxiety (10 works) · Mathematical anxiety (10 works) · Mathematics education (7 works) · Early Childhood Education and Development (6 works) · Social Psychology (6 works) · Cognitive psychology (5 works) · Academic achievement (4 works)