María Isabel Núñez‐Peña
Biographic Data
| ID | 5710228 |
|---|---|
| NAME | María Isabel Núñez‐Peña |
| GIVEN NAMES | María Isabel |
| FAMILY NAME | Núñez‐Peña |
| SIGNATURE | PEÑA M I N |
| AFFILIATIONS | Sant Joan de Déu Research Foundation |
| ORCID | 0000-0002-3677-859X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Math anxiety and attentional control
Math anxiety is an emotional reaction that leads highly math-anxious (HMA) individuals to perform worse in math tasks than their low math-anxious (LMA) peers. The aim of the present study was to examine whether HMA individuals may have poor general attentional control, specifically impaired focusing and shifting capacities, and, if so, to what extent this might explain HMA individuals' suboptimal performance in arithmetic tasks. Forty-six HMA and…
Math anxiety and attention
Previous research about the existence of an attentional bias for math in highly math-anxious (HMA) individuals shows inconsistent results, and methodologies used so far cannot distinguish the various components of attentional bias. Here we adapted Grafton and MacLeod (2014)’s methodology to assess biases linked to math anxiety in engagement and disengagement when task-irrelevant math and neutral symbols are briefly presented. Twenty-one HMA and 2…
Mathematics self-concept and response pattern in higher education examinations
The study examined how mathematics self-concept, mathematics anxiety and endorsement of mathematics gender stereotypes may impact female students’ response pattern in multiple-choice examinations in courses with mathematical content. Questionnaires measuring these three variables were completed by 435 undergraduates (327 enrolled in a non-mathematical course and 108 in a course with mathematical content). Achievement was measured via multiple-cho…
Proactive control of attention in math-anxious individuals
Attentional control deficit has been proposed as one of the reasons for lower arithmetical performance in people with high math anxiety (HMA). Previous research trying to discern whether this deficit concerned proactive or reactive use of attentional control has been criticised because the methodologies used were mostly suited to investigating reactive control only. The aim of this study was to investigate proactive control in HMA individuals in …
Math anxiety and perfectionistic concerns in multiple-choice assessment
We examined the relationships between math anxiety, perfectionism and academic achievement in undergraduates enrolled in a course with high mathematical content. Participants were 251 students who completed math anxiety and perfectionism questionnaires, and whose academic achievement was measured via a multiple-choice examination. The number of hits, errors and unanswered questions on this examination were analyzed to explore the possible influen…
Number line estimation in highly math‐anxious individuals
In this study, we aimed to investigate the difficulties highly math‐anxious individuals (HMA) may face when having to estimate a number's position in a number line task. Twenty‐four HMA and 24 low math‐anxiety (LMA) individuals were presented with four lines with endpoints 0–100, 0–1,000, 0–100,000, and 267–367 on a computer monitor on which they had to mark the correct position of target numbers using the mouse. Although no differences were foun…
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Number line estimation in highly math‐anxious individuals
In this study, we aimed to investigate the difficulties highly math‐anxious individuals (HMA) may face when having to estimate a number's position in a number line task. Twenty‐four HMA and 24 low math‐anxiety (LMA) individuals were presented with four lines with endpoints 0–100, 0–1,000, 0–100,000, and 267–367 on a computer monitor on which they had to mark the correct position of target numbers using the mouse. Although no differences were foun…
Math anxiety and perfectionistic concerns in multiple-choice assessment
We examined the relationships between math anxiety, perfectionism and academic achievement in undergraduates enrolled in a course with high mathematical content. Participants were 251 students who completed math anxiety and perfectionism questionnaires, and whose academic achievement was measured via a multiple-choice examination. The number of hits, errors and unanswered questions on this examination were analyzed to explore the possible influen…
Proactive control of attention in math-anxious individuals
Attentional control deficit has been proposed as one of the reasons for lower arithmetical performance in people with high math anxiety (HMA). Previous research trying to discern whether this deficit concerned proactive or reactive use of attentional control has been criticised because the methodologies used were mostly suited to investigating reactive control only. The aim of this study was to investigate proactive control in HMA individuals in …
Math anxiety and attention
Previous research about the existence of an attentional bias for math in highly math-anxious (HMA) individuals shows inconsistent results, and methodologies used so far cannot distinguish the various components of attentional bias. Here we adapted Grafton and MacLeod (2014)’s methodology to assess biases linked to math anxiety in engagement and disengagement when task-irrelevant math and neutral symbols are briefly presented. Twenty-one HMA and 2…
Mathematics self-concept and response pattern in higher education examinations
The study examined how mathematics self-concept, mathematics anxiety and endorsement of mathematics gender stereotypes may impact female students’ response pattern in multiple-choice examinations in courses with mathematical content. Questionnaires measuring these three variables were completed by 435 undergraduates (327 enrolled in a non-mathematical course and 108 in a course with mathematical content). Achievement was measured via multiple-cho…
Math anxiety and attentional control
Math anxiety is an emotional reaction that leads highly math-anxious (HMA) individuals to perform worse in math tasks than their low math-anxious (LMA) peers. The aim of the present study was to examine whether HMA individuals may have poor general attentional control, specifically impaired focusing and shifting capacities, and, if so, to what extent this might explain HMA individuals' suboptimal performance in arithmetic tasks. Forty-six HMA and…
Education, Achievement, and Giftedness (6 works) · Anxiety (5 works) · Psychology (5 works) · Mathematical anxiety (4 works) · Perfectionism, Procrastination, Anxiety Studies (4 works) · Attentional control (3 works) · Cognition (3 works) · Developmental psychology (3 works) · Mathematics education (3 works) · Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes (2 works)