Effects of psychological interventions on brain functional networks associated with mathematical anxiety

Introduction. Mathematical anxiety (MA) is a phenomenon of rising negative emotions while anticipating or performing mathematical tasks. A high level of MA is associated with a lower frequency of choosing STEM (Science, Technology, Engineering, and Mathematics) educational or career tracks. The decrease in the number of STEM students has become a sharp problem in Russia in recent years. Thus, investigating methods for reducing or regulating math anxiety is of the utmost importance and relevance. Aims. The current study is focused on three different types of single interventions to control neurophysiological correlates of MA, namely expressive writing, the method for re-evaluation of attitude toward math, and relaxation. Materials and methods. Our sample consists of 78 students from Tomsk universities, which was divided by one control group and three experimental groups. The study is based on the results of psychological measurements of MA and electroencephalographic (EEG) data. Analysis was performed by applying a two-stage methodology for measuring brain functional connectivity and brain functional networks. Results. Negative correlations (pho=-0.2 ) were found between MA levels and the effectiveness of informational processing of functional networks in alpha-1 (8-10 Hz) and beta-1 (13-20 Hz) frequency bands. No significant effects were observed with respect to all three interventions. Conclusion. The results obtained showed that the better organization of brain functional networks is associated with a lower MA level. The absence of effects from single interventions creates an argument for studying long-term interventional programs.