Abstract
Despite numerous studies devoted to mathematics aptitude and achievement, research on how individuals experience math has remained relatively fragmented. Here, using a combined theoretical and data-driven approach, we sought to characterize self-reported math experiences, with a particular focus on negative math experiences. An examination of existing literature led to the identification of eight potential facets of math experiences: emotional, cognitive, physiological, behavioral, testing, classroom/social performance, self-efficacy, and attitudinal. We generated survey items intended to probe experiences within each of these facets and constructed a preliminary questionnaire of 107 candidate items, comprising positively and negatively framed statements about one’s math experiences, with data from a final analytic sample of N = 803 adult participants. Focusing on negative items, four key factors emerged from the data: negative attitudes and avoidance, physiological experiences, testing and educational experiences, and cognitive and emotional experiences. These results point to opportunities for contact between literatures (e.g., between negative attitudes and avoidance behaviors), and toward relatively unexplored topics, such as the importance of negative physiological experiences when facing math. On a practical level, we also provide short subscales with sound internal metrics for each of the four factors identified above. Taken together, this work may prove useful on both a theoretical and a methodological level for those looking to develop a unifying framework of negative math experiences.
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Data is provided within the manuscript or supplementary information files. The data supporting this work will made available at the Open Science Framework at the following link: https://osf.io/2rhqz/files/osfstorage.
Notes
[(In – In+1) / In ≥ .15], where In is the eigenvalue for the factor in question and In+1 is the eigenvalue for the factor with the next lowest eigenvalue.
Items were recoded according to their rank order in Fig. 2 for the relevant subcomponent: AA01-AA22, PH01-PH21, TE01-TE15, CE01-CE19.
Recall that individual items were scored as 0–4.
Here we adopt the general guidelines that acceptable skew is between -1 and 1, and acceptable kurtosis is between -2 and 2 (Hair et al., 2021).
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We would like to thank two anonymous reviewers for helpful and highly constructive feedback.
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This work was supported by research start-up funds (Georgetown University) to Ian Lyons.
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A.A.G.: study conceptualization, literature review, theoretical framework development, study design, data collection, analysis plan development, data analysis, writing, revision. R.J.D.: study design, analysis plan development, revision. K.H.: literature review, revision. I.M.L.: funding, theoretical framework development, study design, analysis plan development,writing, revision, supervision.
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Appendix A
Appendix A
Appendix A provides full item text and source information for all initial items in each facet. See Tables 6, 7, 8, 9, 10, 11, 12, 13.
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Grabowska, A.A., Daker, R.J., Ho, K. et al. An integrated approach to understanding negative math experiences. Psychological Research 89, 84 (2025). https://doi.org/10.1007/s00426-025-02096-2
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DOI: https://doi.org/10.1007/s00426-025-02096-2