Research

We research the predictors and outcomes of affective factors in a math-specific context, specifically the underlying affective factors of beliefs, emotions, and attitudes

Beliefs

Beliefs about the malleability of ability, known as intelligence mindsets, have important implications for educational achievement and motivation. In our research, we aim to understand the different ways beliefs about math ability can be characterized, how they develop, and best ways to encourage advantageous mindsets for improved learning and achievement.

Emotions

Math anxiety, or the fear of math, has been identified as an emotion significantly related to and uniquely predictive of math achievement. Alongside other negative math emotions, these emotions are influenced by many factors, including the math anxiety of parents, teachers, and messages in the environment. In our research, we investigate the etiology and maintenance of negative math emotions like math anxiety and how to reduce these negative math emotions.

See our ongoing studies in this area!

Attitudes

Attitudes related to math, like math interest and confidence, are linked with STEM career interests in adolescence and young adulthood. In this area of work, we investigate the development of these attitudes in middle childhood and how they relate to STEM career interests as children grow up.