Thomas E Hunt

Thomas E Hunt
University of Derby

PhD

About

29
Publications
12,958
Reads
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385
Citations
Additional affiliations
October 2019 - present
University of Derby
Position
  • Professor (Associate)
September 2015 - present
University of Derby
Position
  • Lecturer
January 2007 - September 2015
University of Derby
Position
  • Lecturer
Education
September 2004 - July 2011
Staffordshire University
Field of study
  • Psychology
September 2001 - July 2004
Staffordshire University
Field of study
  • Psychology

Publications

Publications (29)
Article
Full-text available
Maths anxiety affects many people, from young children through to older adults. Whilst there has been debate concerning the developmental trajectory of maths anxiety and negative maths attitudes, little attention has been given to the role of appraisals of previous maths experiences. We surveyed 308 adults (mean age = 27.56 years, SD = 11.25) and a...
Article
Full-text available
Maths anxiety is common and refers to feelings of anxiety, fear and other negative emotions and thoughts in individuals when confronted with mathematical tasks or numerical information. Self-report measures of maths anxiety have been created, but the majority are in English and are not culturally relevant to all countries. This study aimed to trans...
Research
Full-text available
An interim project report assessing the relationship between mathematics anxiety, enjoyment, shame, resilience, motivation, subject norm and performance. This report is based on cross-country comparisons involving secondary school students in Pakistan, Iran, and Uganda. Suggested citation: Hunt, T. E, Muwonge, C. M., Ashraf, F., Ansanjarani, F.,...
Article
Full-text available
Primary school teachers are important in children's learning of mathematics, and maths anxiety development has been partly attributed to children's classroom experiences (Das & Das, 2013). Maths anxiety was explored in UK primary school teachers, with a view to understanding its development and impact. Data from four semi-structured individual inte...
Article
Full-text available
The current study investigated the relationship between children's and parents' self-reported maths affect and children's maths achievement. Participants comprised 186 child-parent dyads in Turkey. Findings showed that maths affect in children and their parents was unrelated. However, maths affect was a significant predictor of children's maths ach...
Article
Full-text available
This study represents the implementation of an English version of the Mathematics Teaching Anxiety Scale (MTAS), originally published in Turkey (Sari, 2014). One hundred and twenty-seven primary school teachers from across the U.K. completed the survey, including 74 qualified teachers and 53 trainees. Following item-reduction and factor analysis, t...
Article
Full-text available
There are currently many mathematics anxiety rating scales designed typically for adult and older children populations, yet there remains a lack of assessment tools for younger children (< 7 years of age) despite a recent focus on this age range. Following previous testing and validation, the 26-item iteration of the Children’s Mathematics Anxiety...
Article
Full-text available
An online, cross-sectional approach was taken, including an opportunity sample of 160 undergraduate students from a university in the Midlands, UK. Exploratory factor analysis indicated a parsimonious, four-factor solution: abstract maths anxiety , statistics probability anxiety , statistics calculation anxiety , and numerical calculation anxiety ....
Article
Eighty adults performed mental arithmetic under endogenous (time limit) or exogenous (presence of a clock) time pressure. Results demonstrated a significant interaction between math anxiety and endogenous pressure: error rates were significantly greater among high math anxious individuals when given a time limit. A significant interaction was obser...
Article
Full-text available
We report a study examining the role of ‘cognitive miserliness’ as a determinant of poor performance on the standard three-item Cognitive Reflection Test (CRT). The cognitive miserliness hypothesis proposes that people often respond incorrectly on CRT items because of an unwillingness to go beyond default, heuristic processing and invest time and e...
Article
Full-text available
Background. The origins of mathematics anxiety have, until recently, received limited attention and research has not explored the associated factors in the first years of schooling. Aims. (1) To gain an understanding of the factors that children perceive as influencing attitudes towards numeracy (2) to explore the primary care providers’ observat...
Article
A mixed experimental design was employed in which 77 U.K primary school children performed mental arithmetic problems of increasing difficulty. Psychophysiological measures of heart rate, systolic blood pressure (BP) and diastolic BP were taken along with behavioral measures of response time and error rate. Results demonstrated a significant effect...
Article
Background. The origins of mathematics anxiety have, until recently, received limited attention and an assessment measure has not yet been developed specifically for children aged 4-7 years in the U.K. Aims. To develop the numeracy apprehension scale (NAS) for the assessment of numeracy apprehension in children between the ages of 4-7 years. Samp...
Article
Critical thinking is an important focus in higher education and is essential for good academic achievement. We report the development of a tool to measure critical thinking for three purposes: (i) to evaluate student perceptions and attitudes about critical thinking, (ii) to identify students in need of support to develop their critical thinking, a...
Article
Full-text available
The mechanisms underpinning the relationship between math anxiety and arithmetic performance are not fully understood. This study used an eye-tracking approach to measure a range of eye movements of seventy-eight undergraduate students in response to performance on an arithmetic verification task. Results demonstrated a significant positive relatio...
Article
Full-text available
-This paper presents a methodology to control construction task complexity and examined the relationships between construction performance and spatial and mathematical abilities in children. The study included three groups of children (N = 96); ages 7-8, 10-11, and 13-14 years. Each group constructed seven pre-specified objects. The study replicate...
Article
Full-text available
The current study examined the relationship between math anxiety and arithmetic performance by focusing on intrusive thoughts experienced during problem solving. Participants (N = 122) performed two-digit addition problems on a verification task. Math anxiety significantly predicted response time and error rate. Further, the extent to which intrusi...
Article
Full-text available
There is a paucity of information surrounding maths anxiety levels in the British undergraduate student population and, due to terminological issues, existing measures of maths anxiety may not be appropriate measures to use with this population. The current study therefore reports on the development and validation of a new maths anxiety scale. Usin...
Article
The current research examined understandings and perceptions of critical thinking and aimed to develop a tool to measure critical thinking and supplement the development of critical thinking skills. Two studies were conducted. The first entailed six focus groups with (26) students and four interviews with staff to explore conceptualisations of crit...
Article
Full-text available
Maths anxiety has been the focus of much psychological and educational research in the past few years. In this article, we review some of this research evidence and describe some of the work we have completed. In particular, we will describe what maths anxiety is and how it has been measured, describe some of the consequences of maths anxiety, and...

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Projects

Projects (12)
Project
The aim of this study is to investigate whether participants with high levels of mathematics anxiety show attentional bias towards rumination words.
Project
The Children's Mathematics Anxiety Scale UK (CMAS-UK, Petronzi et al., 2018) has been shown to be a reliable and valid instrument for measuring maths anxiety in young (4-7 years) children in the UK. However, it is possible that its validity can be improved further. The current response method includes a series of emoticons. Compared to a word-based approach, e.g. "little anxiety" to "much anxiety", this is considered to be a more child-friendly approach for assessing self-reported anxiety in children and negates the requirement for children to achieve a desired reading level. However, the use of simple faces denoting various emotions may not be the most valid approach. Firstly, the use of emoticons typically results in the use of an emoticon being that represents the opposite to anxiety, yet it is debatable whether such a direct, semantic opposite exists, e.g. "happy". Arguably, an emoticon that depicts happiness taps into an alternative affective dimension. Secondly, it is arguable that simple drawings are too ambiguous, opening up the possibility that children may interpret the emotions they supposedly depict in different ways. Working with a professional artist, we propose a series of images that more validly and less ambiguously depict appropriate degrees of anxiety. The new scale will undergo rigorous testing, including measures of content, convergent, and discriminant validity, in addition to an assessment of its factor structure. The target population will be 6-7 year-olds.
Project
This study investigates if mathematics anxiety has a differential impact on performance across different types of word problems depending on mathematical and linguistic complexity.