Journal of Educational Psychology, Vol 118(3), Apr 2026, 299-324; doi:10.1037/edu0000992
This meta-analysis examined the effects of interventions on mathematics anxiety reduction. Interventions were classified into three categories: (a) mathematics skills-oriented interventions, which improve mathematics abilities through targeted instruction and practice; (b) mathematics anxiety-oriented interventions, which directly address mathematics anxiety using perception-based strategies (e.g., cognitive reappraisal) or physiological techniques (e.g., relaxation exercises); and (c) combined interventions that integrate both approaches. Based on 51 studies involving 7,673 participants ranging from children to adults, the results showed that for mathematics anxiety reduction, combined mathematics skills and mathematics anxiety interventions were the most effective (g = −1.09), followed by mathematics anxiety-oriented interventions (g = −0.71), and mathematics skills-oriented interventions (g = −0.37). For students with high mathematics anxiety, mathematics anxiety-oriented interventions yielded the best outcomes. Perception interventions were more effective than physiological interventions. For mathematics performance outcomes, only mathematics skills-oriented interventions were effective. These findings suggest that insufficient mathematics ability may be a causal factor for mathematics anxiety. The impact of mathematics anxiety reduction on mathematics performance may not be immediate. Combined mathematics skills and mathematics anxiety interventions are the most effective in reducing mathematics anxiety. Focusing solely on mathematics skills remains the most cost-effective approach. (PsycInfo Database Record (c) 2026 APA, all rights reserved)