Monika Szczygieł

Monika Szczygieł
Jagiellonian University | UJ · Institute of Psychology

Doctor of Psychology

About

33
Publications
13,024
Reads
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196
Citations
Citations since 2016
28 Research Items
194 Citations
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2016201720182019202020212022020406080
2016201720182019202020212022020406080

Publications

Publications (33)
Article
Full-text available
Math anxiety is considered a predictor of mathematical achievement, but little is known about its characteristics in young children. In a longitudinal study of first to second grade children, the relationships between gender, general and math anxiety, and math achievement were tested. First, the results indicate that girls in comparison to boys hav...
Article
Math anxiety is considered a predictor of math achievement, although the cognitive mechanism whereby math anxiety impairs math achievement is unclear. The paper presents the results of cross-sectional (N = 241) and longitudinal (N = 369) studies conducted among early school-aged children on the cognitive mechanism whereby math anxiety impairs math...
Article
According to previous findings, math anxiety already occurs at early school age and is negatively correlated with math achievement. So far, however, little is known about the nature of math anxiety in young children. To fill this gap, we present the results of a longitudinal study on the math anxiety of children that were followed in the first year...
Article
Although interest in mathematics anxiety in young children (6–11 years) has increased recently, the results of previous studies on the role of mathematics anxiety in the relationship between number sense and math performance are inconsistent. The study's main objective was to establish whether math anxiety is a mediator or a moderator in the relati...
Article
Full-text available
The issue of math attitude and math anxiety in STEM students has been till now overlooked. However, the issue occurring in many countries is students' falling out of the STEM education system during their studies. One of the reasons for this problem may be high math anxiety and a negative math attitude among students. The present study fills a gap...
Article
This study is aimed at challenging the notion that risk-taking is based merely on some mechanistic foundation like control deficiencies or process imbalances. We hypothesize that risk-taking has an adaptive function and is an optimal strategy for an agent who (1) has scarce knowledge about the current environment or (2) is in a position in which a...
Article
Full-text available
People take risks at all ages to achieve certain goals. Although these goals may be achieved through negative risks (e.g., adolescent drinking to impress their friends), people also take positive risks. Positive risks are theorized to help individuals achieve goals in developmentally appropriate and socially acceptable ways, such as initiating a ne...
Article
Full-text available
The COVID‐19 lockdown experience is a unique and unexpected stressful life situation. In our research project, we explored gender differences in the mean level of stress appraisal (SAQ), the frequency of stress coping strategies (COPE), and the sense of coherence (SOC), as well as gender differences in the strength of the relationships between SAQ,...
Article
Full-text available
The aim of the article is to present the Mathematics Attitude Scale for Adults (MASA)-a new, three-dimensional questionnaire of attitude towards mathematics for adults which contains cognitive, affective, and behavioral components. The exploratory and confirmatory factor analyses established a three-factor structure of the MASA and measurement inva...
Preprint
Full-text available
Risk-taking persists across the lifespan, but we know it is not ubiquitous across all adults. As goals and motivations vary across individuals and age groups, so too does risk behavior. Although risk is often considered in the context of maladaptive behaviors, risks can also be positive, allowing individuals to pursue meaningful goals in a socially...
Article
Full-text available
Recently, researchers have shown an increased interest in achievement goal orientation correlates. What is not yet clear is the detailed relationships among students' goal orientation, students' personality traits, and parenting style. In so doing, this research responds to the need to analyze the importance of parenting styles (permissive, authori...
Article
Full-text available
Objective: The worldwide pandemic of coronavirus disease (COVID-19) has caused significant public health burdens and psychological dysfunctions. In this challenging time, adolescents require special care. The Persian version of the Obsession with COVID-19 Scale (OCS) for adolescents was developed to screen for dysfunctional obsession associated wit...
Article
Despite empirical and epidemiological research indicating that risk taking propensity increases across adolescence, it is unknown whether this is true for positive risk taking. Additionally, adolescents’ decisions are heavily influenced by their social environment, but it is unclear to what extent social influences are associated with positive risk...
Article
Full-text available
Little is known as to what extent the pandemic lockdown has changed the perceived level of stress and stress-coping strategies. In response to this gap we present the results of quantitative and qualitative studies on stress levels and coping with stress conducted among Polish adults during the COVID-19 lockdown. The first study indicates that the...
Poster
Full-text available
Despite empirical and epidemiological research indicating that risk taking propensity increases in adolescence, it is unknown whether this is true for positive risk taking. Moreover, little is known about which individual and social factors lead to positive risk taking. In the presented study we examined how positive and negative risk taking change...
Article
Full-text available
Adolescents are expected to take more risks than adults. The presented study was designed to determine whether adolescent risk-taking results from high reward sensitivity and poor cognitive control. In particular, we aimed to examine whether the impact of these variables is more visible in rewarding than non-rewarding conditions. Ninety adolescents...
Article
Full-text available
The measurement of math anxiety in adults is justified based on observations that math anxiety in parents and teachers predicts children's math anxiety and achievement. Although there are many very good math anxiety measures intended for children and adolescents, their usefulness (e.g., AMAS, MARS) for adults is debatable. The most important object...
Article
Full-text available
Although the risk-taking can potentially result in positive and negative outcomes, most of the researchers focused on its negative, not positive manifestations. Recently, Duell and Steinberg proposed a framework that clarifies the features of positive risk-taking. Research comparing positive and negative risk-taking increased and new measures have...
Preprint
Full-text available
Adolescents are expected to take more risks than adults. The presented study was designed to determine whether adolescent risk-taking results from high reward sensitivity and poor cognitive control. In particular, we aimed to examine whether the impact of these variables is more visible in rewarding than non-rewarding conditions. Ninety adolescents...
Article
Full-text available
The study investigated the relationship between math anxiety in parents and teachers and math anxiety and math achievement in first- to third-grade children. The results indicate that math anxiety in fathers (but not mothers and teachers) is associated with math anxiety in first-grade children and third-grade girls. Math anxiety in mothers and teac...
Article
Full-text available
Starting in the early years of education, math anxiety is negatively related to mathematic outcomes, therefore there is a need for its adequate measurement in young children. This study presents the psychometric properties of the modified Abbreviated Math Anxiety Scale for Elementary Children (mAMAS-E) for first- to third-grade children based on mA...
Article
This manuscript elaborates on the construct of mathematical resilience and the importance of engaging children in mathematically rich conversations from the earliest age. We begin with a review of the existing literature addressing these issues. Since little has been written thus far on how exactly the early childhood facilitators, such as parents...
Article
Full-text available
Background Adolescence and young adulthood are frequently characterised by a strong propensity to take risks. Yet, empirical data shows that personality traits, type and features of risk measures, or presence of additional incentives can significantly influence one’s risk-taking tendency. Our aim was to investigate young people’s risk-taking and po...
Article
According to humanistic psychology, human beings have the potential to shape and change their lives. People are self-determining creatures capable of making decisions about what their existence will be like and who they will become. We interpret this specifically human feature as an empowerment to design one’s life and also to influence constructiv...
Conference Paper
Full-text available
According to the dual systems model, adolescence is a period of imbalance between cognitive and motivational systems that results in increased tendency towards risk. In the study, we investigated the effects of rewards on risk-taking and cognitive control in 90 adolescents (13-16) and 96 adults (18-35). Our results challenge the assumptions of the...
Article
Full-text available
Twierdzenie Jeana Piageta, że rozwój poznawczy dziecka jest podstawą nabywania i rozwijania pojęcia liczby oraz umiejętności operowania liczbami, wywarło ogromny wpływ na sposób nauczania matematyki. Od czasu pojawienia się wyników badań wskazujących na istnienie biologicznych podstaw operowania liczbami koncepcja Piageta zaczęła być szeroko krytyk...
Article
Full-text available
Maths anxiety is considered to be one of the important predictors of maths achievements. Numerous studies indicate that a teacher’s maths anxiety as well as teaching methods may be one of the causes of maths anxiety in children. Data obtained from American college students indicate that students choosing majors in pre-service education are characte...
Article
Full-text available
Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of...
Article
Full-text available
Finger counting plays an important role in mathematical cognition, especially in the acquisition of the concept of number and elementary math competence. Fingers are spontaneously used to count because of their constant availability and easiness of manipulation. Stable counting order within hand facilitates the acquisition of ordinal as well as car...
Article
Full-text available
Finger counting being present in vast majority of cultures, plays very important role in the mathematical cognition. The practice of finger counting had large impact on the development of mathematics in a form we all know. Both neuropsychological studies and recent developments in cognitive neuroscience show close relationship between numerical and...

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Projects

Projects (5)
Project
To investigate primary school teachers' anxiety and attitudes associated with mathematics.
Project
Risk is a normal and essential part of everyday life. In the most basic sense, risk-taking is engaging in any behavior with uncertain probabilities of desirable and undesirable outcomes, with high-risk behaviors being those with the potential for greatest harm such as injury or death. Within this broad definition of risk are categories of risk behaviors, some of which are positive (i.e., socially acceptable and beneficial to wellbeing), and others negative (i.e., antisocial and dangerous). Positive risk-taking has become a subject of intense consideration and research in recent years, although it is not new to psychology. Nevertheless, most of the empirical work on positive and negative risk-taking has been done with adolescent samples. Extending this research to adults is of great social importance as it can help define what drives adults to take positive or negative risks and how to promote positive instead of negative risk-taking at different stages of life. At different stages of development, people are inclined to take different risks that allow them to pursue goals relevant to their life stage. Thus, as goals and motivations vary across individuals and across different age groups, so too does risk behavior. While there are both purposes and opportunities to take positive and negative risks throughout life, little is known about how positive and negative risk-taking vary across age. To this end, we are interested in age patterns in positive and negative (health and antisocial) risk-taking. Risk-taking persists across the lifespan, but we know it is not ubiquitous across individuals. It may be that some people endorse high levels of positive risk-taking whereas others engage in high levels of negative risk-taking. It is also quite likely that many people endorse both patterns of risk behavior. To this end, we are interested in factors explaining positive and negative risk-taking in adolescents and adults, particularly reward and punishment sensitivity, peers risk-taking, perceived social support, future time perspective, and tolerance to ambiguity. Moreover, we note that there are no studies exploring distinct profiles of risk behavior as a function of these characteristics. So far, positive and negative risk-taking are measured with self-report scales. Little is known about the extent to which positive and negative risk-taking relate to behavior in tasks measuring propensity to risk or exploration. Thus, we are interested in relations between positive and negative risk-taking, and behavior in decision-making tasks that enable learning and gaining rewards. Ultimately, the knowledge gained from the project can lay the foundation for future work on how positive risk-taking may be cultivated across multiple domains of adults’ lives (i.e., at school, at work, in the community, during retirement).