The complex pathways toward the development of math anxiety and links with achievements

Math anxiety is characterized by heightened negative emotional experiences in daily and academic situations that involve numerical information. The current review paper outlines a theoretical framework demonstrating the complex interplay between environmental factors and intrinsic elements, in increasing the risk of developing math anxiety. Our framework suggests that, on one hand, low math achievements may intensify one’s vulnerability to the environmental and intrinsic causes of math anxiety and accelerate its development. On the other hand, math anxiety can lead to decreased math achievements, which in turn facilitate emotional problems. A comprehensive review of the broad spectrum of risk factors for the development and maintenance of math anxiety is necessary in order to inform and guide future research and intervention programs.