ERIC Number: EJ1163805
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Using Brief Guided Imagery to Reduce Math Anxiety and Improve Math Performance: A Pilot Study
Henslee, Amber M.; Klein, Brandi A.
Journal of STEM Education: Innovations and Research, v18 n4 p32-36 Oct-Dec 2017
The objective of this study was to investigate whether brief guided imagery could provide a short-term reduction in math anxiety and improve math performance. Undergraduates (N = 581) were screened for math anxiety, and the highest and lowest quartiles were recruited to participate in a lab-based study. Participants were assigned to a brief guided imagery or control condition, and math performance, visual working memory, and math anxiety were assessed. Math anxiety decreased from pre to post across both conditions, but not specifically as an effect of the brief guided imagery. There was no increase in math performance as a result of the intervention. Brief guided imagery does not appear to temporarily reduce math anxiety and improve math performance when compared to a control condition.
Descriptors: Mathematics Anxiety, Mathematics Instruction, Mathematics Achievement, Stress Management, Undergraduate Students, Experimental Groups, Control Groups, Pretests Posttests, Student Surveys, Short Term Memory, Intervention, Visualization, Mathematics Tests, Scores, Statistical Analysis
Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A