Przegląd Badań Edukacyjnych (Educational Studies Review) https://apcz.umk.pl/PBE <p>Przegląd Badań Edukacyjnych (Educational Studies Review) is a twice per year journal published every six months since 2005. It is devoted solely to reports concerning research on educational processes. It is both a scholarly forum for the exchange of research results and a source of research models.</p> <p><span class="TextRun SCXW46638036 BCX0" lang="PL-PL" xml:lang="PL-PL" data-contrast="none"><span class="NormalTextRun SCXW46638036 BCX0">Przegląd Badań Edukacyjnych (</span><span class="SpellingError SCXW46638036 BCX0">Educational</span><span class="NormalTextRun SCXW46638036 BCX0"> </span><span class="SpellingError SCXW46638036 BCX0">Studies</span><span class="NormalTextRun SCXW46638036 BCX0"> </span><span class="SpellingError SCXW46638036 BCX0">Review</span></span><span class="TextRun SCXW46638036 BCX0" lang="PL-PL" xml:lang="PL-PL" data-contrast="none"><span class="NormalTextRun SCXW46638036 BCX0">) </span><span class="SpellingError SCXW46638036 BCX0">is</span><span class="NormalTextRun SCXW46638036 BCX0"> </span><span class="SpellingError SCXW46638036 BCX0">indexed</span><span class="NormalTextRun SCXW46638036 BCX0"> in The </span><span class="SpellingError SCXW46638036 BCX0">European</span><span class="NormalTextRun SCXW46638036 BCX0"> Reference Index for the </span><span class="SpellingError SCXW46638036 BCX0">Humanities</span><span class="NormalTextRun SCXW46638036 BCX0"> and the </span><span class="SpellingError SCXW46638036 BCX0">Social</span><span class="NormalTextRun SCXW46638036 BCX0"> </span><span class="SpellingError SCXW46638036 BCX0">Sciences</span><span class="NormalTextRun SCXW46638036 BCX0"> (ERIH PLUS), Directory of Open Access </span><span class="SpellingError SCXW46638036 BCX0">Journal</span><span class="NormalTextRun SCXW46638036 BCX0"> (DOAJ), EBSCO, and Index Copernicus International </span><span class="SpellingError SCXW46638036 BCX0">Journals</span><span class="NormalTextRun SCXW46638036 BCX0"> Master List.</span></span><span class="EOP SCXW46638036 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p> <p> </p> <p><strong>Dear Authors</strong></p> <p>The editorial team of the Przegląd Badań Edukacyjnych (Educational Studies Review) invites authors to submit articles to issues in 2023 from October 1, 2022.</p> <p> </p> <p><strong>Konkurs im. Profesor Marioli Chomczyńskiej-Rubachy </strong></p> <p><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span><span data-contrast="auto">Szanowni Państwo,</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span></p> <p><span data-contrast="auto">Katedra Pedagogiki Szkolnej Instytutu Nauk Pedagogicznych</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559731&quot;:708,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span><span data-contrast="auto">Wydziału Filozofii i Nauk Społecznych UMK w Toruniu,</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559731&quot;:708,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span></p> <p><span data-contrast="auto">zaprasza do udziału w Konkursie dla pracowniczek i pracowników uczelni wyższych </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span><span data-contrast="auto">(w tym doktorantek i doktorantów).</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span></p> <p><span data-contrast="auto">Tematem II edycji konkursu jest </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span></p> <p><strong><span data-contrast="auto">„Człowiek współczesny wobec bezładnych procesów przyrodniczo-społecznych”.</span></strong><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span></p> <p><span data-contrast="auto">Termin zgłaszania artykułów do Konkursu upływa 31.01.2022 roku.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span></p> <p><span data-contrast="auto">Więcej informacji na stronie:</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span></p> <p><a href="https://www.pedagogika.umk.pl/kpsz/konkurs-im-prof-marioli-chomczynskiej-rubachy/"><span data-contrast="none">https://www.pedagogika.umk.pl/kpsz/konkurs-im-prof-marioli-chomczynskiej-rubachy/</span></a><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559739&quot;:160,&quot;335559740&quot;:276}"> </span></p> en-US mcuprjak@umk.pl (Magdalena Cuprjak) greg@umk.pl (Grzegorz Kopcewicz) Fri, 09 Sep 2022 18:32:56 +0200 OJS 3.3.0.11 http://blogs.law.harvard.edu/tech/rss 60 Overexcitability in children aged 8 and 9 in parents’ perception. Does sex matter? https://apcz.umk.pl/PBE/article/view/34587 <p>Wzmożone pobudliwości psychiczne (OE) przejawiające się w intensywnym, emocjonalnym i głębokim przeżywaniu, są częścią potencjału rozwojowego w Teorii Dezintegracji Pozytywnej Kazimierza Dąbrowskiego. Większość badań OE prowadzona jest z osobami uzdolnionymi z wykorzystaniem samooceny. Niniejsze badanie przeprowadzono wśród dzieci losowo dobranych z ogólnoszkolnej populacji, z wyłączeniem selektywnego kryterium wybitnych zdolności. Za pomocą <em>Overexcitability Inventory for Parents </em>(OIP-II) zebrano opinie rodziców na temat profili OE ich dzieci. OIP-II składa się z sześciu skal: psychomotorycznej, sensualnej, wyobrażeniowej, intelektualnej OEs oraz wrażliwości emocjonalnej i empatii emocjonalnej. W badaniu wzięło udział 116 rodziców dzieci w wieku 8 lat (n=42, 26% dziewczynek) i 9 lat (n=74, 50% dziewczynek). Wielowymiarowa analiza wariancji (MANOVA) wykazała, że dziewczęta uzyskały statystycznie istotnie wyższe wyniki niż chłopcy w sensualnej OE (p&lt;.05) i empatii emocjonalnej (p&lt;.01). Starsze dziewczęta uzyskiwały wyższe wyniki (p&lt;.01) w sensualnej OE, a młodsze w empatii emocjonalnej. Nie znaleziono profilu OE chłopców. Nowością w niniejszym badaniu jest losowy dobór dzieci z ogólnej populacji oraz wykorzystanie OIP-II. W dyskusji prezentowane są możliwe wyjaśnienia i interpretacje wyników, w tym sugestie kierunku dalszych badań.</p> Wiesława Anna Limont, Joanna Teresa Łukasiewicz-Wieleba, Agnieszka Demianowska, Małgorzata Jabłonowska Copyright (c) 2022 Przegląd Badań Edukacyjnych (Educational Studies Review) https://creativecommons.org/licenses/by-nd/4.0 https://apcz.umk.pl/PBE/article/view/34587 Thu, 08 Sep 2022 00:00:00 +0200 Personal and Social Education Carried out by Polish Primary Schools during the COVID-19 Pandemic – Two Insights into Early Childhood Education https://apcz.umk.pl/PBE/article/view/39842 <p>Remote education caused by the spread of SARS-CoV-2 virus proved to be a difficult experience for all of its participants. Teachers and parents faced logistical and organisational challenges in teaching young children, but were equally affected by educational and socio-emotional development issues. The aim of this article is to present how personal and social education (PSE) was carried out by Polish teachers of the first three grades of primary school during remote classes. The authors conducted an empirical qualitative study in early 2021, before the third school closures in Poland. The study involved 20 teachers and 20 parents of pupils in grades 1–3 of public primary schools from the Mazovian voivodeship. A semi-structured interview was used to explore the experiences of the respondents and obtain information to address the research question: “How was personal and social education carried out by teachers during remote education in grades 1–3 of Polish primary schools in the COVID-19 pandemic?”, which referred to the activities used by teachers to implement remote personal and social education, as well as the parents’ and teachers’ opinions as regards this process. The conclusion pointed out by the majority of respondents was the need to adapt to utterly new conditions, to focus on the emotional and social needs of the youngest pupils being the result of an unfamiliar, remote reality. The PSE with the youngest pupils during the pandemic was carried out in two ways: prevention and intervention. Prevention took place during everyday meetings, and took the form of a talk about their experiences from the previous day or anything that mattered to children<br>within the time of the online classes. Intervention took place only when needed, and took such forms as an individual conversation with the pupil, a conversation with a parent or other.</p> Ewelina Zubala, Kamila Wichrowska, Paulina Marchlik Copyright (c) 2022 Ewelina Zubala, Kamila Wichrowska, Paulina Marchlik https://creativecommons.org/licenses/by-nd/4.0 https://apcz.umk.pl/PBE/article/view/39842 Thu, 08 Sep 2022 00:00:00 +0200 Improving Vocabulary Knowledge in Primary Education: An Analysis of an Intervention Programme for Polish-Speaking Children Aged 7–9 https://apcz.umk.pl/PBE/article/view/36053 <p>This paper discusses a vocabulary intervention programme for monolingual Polish children. Vocabulary instruction was conducted in a group of children aged 7–9 (N = 77) attending a primary school near Gdansk in Poland. Following a pre-test an intervention group (22 pupils receiving instruction over 10 weeks) and a control group (55 pupils) were selected. The taught vocabulary consisted of 20 Polish words. Additionally, another 20 words were carefully selected to form an untaught vocabulary list (control list). Although the intervention group did not achieve a higher mean post-test result in taught words than the control group, the mean increase was larger in the intervention group, confirmed by a test for two means (p = 0.036). The difference was not confirmed for untaught words (p = 0.236). A linear regression model was used to explain which factors influenced post-test results. For taught words only pre-test results had an impact. For untaught words pre-test results and interaction of pre-test results with groups had an impact. The number of sessions attended also influenced post-test results.</p> <p>The paper includes the results of a survey where teachers and parents provided feedback. Although the intervention programme increased children’s vocabulary, it raised some important questions concerning the size of the gain, word selection and conditions of the instruction.</p> Małgorzata Rocławska-Daniluk, Maciej Rataj, Karolina Janczukowicz, Anna Gierusz Copyright (c) 2022 Małgorzata Rocławska-Daniluk, Maciej Rataj, Karolina Janczukowicz, Anna Gierusz https://creativecommons.org/licenses/by-nd/4.0 https://apcz.umk.pl/PBE/article/view/36053 Sun, 31 Jul 2022 00:00:00 +0200 Quality of Life in Schoolchildren, Their Parents and Teachers during the COVID-19 Pandemic: Psychosomatic Health, Teachers’ and Parents’ Burnout Along with the Prevalence of Depressive and Anxiety Symptoms https://apcz.umk.pl/PBE/article/view/35328 <p>The COVID-19 pandemic and the related changes in the implementation of educational activities affected three groups of the school community: schoolchildren, their parents and teachers. The purpose of this study is to assess psychological functioning in these groups in the period before returning to full-time face-to-face education. The study involved 88 schoolchildren, 99 parents and 36 teachers from Poland. Life satisfaction, subjective physical and mental health complaints as well as the quality of life were assessed in students. Anxiety and depressive symptoms, teachers’ and parental burnout were also studied. Additionally, the usage of such maladaptive coping strategies as rumination was assessed in teachers. The analysis revealed that lower levels of psychological well-being were shown by girls (compared to boys) and schoolchildren from grades 7 to 8 (compared to younger pupils). Teachers scored relatively high on the anxiety/depressive symptoms and work burnout scales. In contrast, parents had lower levels of anxiety/depressive symptoms and the level of parental burnout was average.<br />Among the participants of the educational process, pupils in the higher grades (7–8), especially girls, as well as teachers had poorer well-being. We suggest that measures should be taken to provide psychological support to these risk groups.</p> Karolina Mudło-Głagolska, Paweł Larionow Copyright (c) 2022 Karolina Mudło-Głagolska, Paweł Larionow https://creativecommons.org/licenses/by-nd/4.0 https://apcz.umk.pl/PBE/article/view/35328 Sun, 31 Jul 2022 00:00:00 +0200 Time Perspective and Experience of Depression, Stress, and Loneliness Among Adolescents in Youth Educational Centres https://apcz.umk.pl/PBE/article/view/34632 <p>Time perspective is of key significance in overcoming an identity crisis in adolescence. Research using the Zimbardo Time Perspective Inventory (ZTPI) was conducted on a group of 311 adolescents (aged 13–18) in several youth educational centres in south-eastern Poland. The research was designed to identify the significance of time perspective when it comes to levels of depression, stress and loneliness experienced in conditions of institutional rehabilitation and education. Linear regression analysis demonstrated the following: a positive past focus reduces the intensity of anxiety and depression; a positive past and future focus results in reduced depression, loneliness and stress; the experience of stress combined with depression<br />enhances the significance of time perspective for the feeling of loneliness; and a low level of family loneliness reduces depression.</p> Anna Dąbrowska, Joanna Marek-Banach, Philip Zimbardo, Agata Łopatkiewicz, Ewa Wysocka Copyright (c) 2022 Przegląd Badań Edukacyjnych (Educational Studies Review) https://creativecommons.org/licenses/by-nd/4.0 https://apcz.umk.pl/PBE/article/view/34632 Sun, 31 Jul 2022 00:00:00 +0200 Relationships of the Big Five Personality with Self-Esteem and Emotion Understanding in Students from Visual Arts High Schools and General Education High Schools https://apcz.umk.pl/PBE/article/view/36420 <p>The problem of the present study was defined as follows: What personality characteristics were predictors of emotion understanding and self-esteem in students of visual arts high schools and general education high schools. The problems discussed in this article have important implications for the effective functioning of artistically gifted youth in the school environment and for the optimization of their development in various areas of activity. Students of visual arts and general education high schools (N = 440) aged 15–18 (M = 16.88, SD = 0.81) in Poland were surveyed. The participants completed Costa and McCrae’s NEO-FFI, Rosenberg’s Self-Esteem Scale (SES), and Matczak and Jaworowska’s Emotion Understanding Test (TRE). Enter regression analysis was conducted. The results showed that in the group of visual<br />arts high school students neuroticism, extraversion, and conscientiousness were significant predictors of self-esteem, while neuroticism and openness to experience were predictors of emotion understanding. In the group of high school students who pursued a general education<br />curriculum, self-esteem was statistically significantly predicted by neuroticism and conscientiousness. Significant predictors of emotion understanding in this group of students included neuroticism, extraversion, openness to experience, and agreeableness. These findings demonstrate that the students functioned differently in the school setting depending on the educational curriculum they were following. The results of the present study can be used to formulate practical educational guidelines.</p> Małgorzata Kuśpit, Anna Tychmanowicz Copyright (c) 2022 Małgorzata Kuśpit, Anna Tychmanowicz https://creativecommons.org/licenses/by-nd/4.0 https://apcz.umk.pl/PBE/article/view/36420 Sun, 31 Jul 2022 00:00:00 +0200 Academic Malpractice in Tests and Exams from an International Perspective https://apcz.umk.pl/PBE/article/view/32996 <p>Cheating in exams and other forms of academic dishonesty have been reported to be a serious issue in many countries. A lot of research has been conducted on the topic, but it focuses mainly on the US context. Studies pertaining to the problem in other countries are rather scarce. The existing research considers the issue from different perspectives. Some studies concentrate on the scope of the problem in a particular country, others choose to research individual and contextual factors in cheating, or students’ perceptions of and attitudes towards exam malpractice. The surveys are often restricted to selected nationalities, the questions are<br />limited to the frequency of cheating and they rarely include reference to the methods used. In reaction to the rarity of research on cheating methods among students from different cultural backgrounds, an international questionnaire survey was undertaken. Its aim, among others, was to answer two research questions: (1) What methods do students use to cheat in tests and exams? (2) Are there significant cultural differences in the way students cheat in tests and exams? Students from France, Germany, Italy, Spain, Ukraine, the USA and other countries were asked in an online questionnaire about the methods they have used to cheat in tests and exams. The results of the survey conducted on 1309 students show that there are similarities but also differences between the cultures with reference to the scope and to the methods used to cheat. The findings should be taken into consideration in classroom and high-stakes assessment, but also in any cross-national comparisons of students’ outcomes. Teachers, administrators and researchers ought to be aware that the differences in attitudes towards academic cheating between the nationalities may influence test validity.</p> Agnieszka Małgorzata Sendur Copyright (c) 2022 Przegląd Badań Edukacyjnych (Educational Studies Review) https://creativecommons.org/licenses/by-nd/4.0 https://apcz.umk.pl/PBE/article/view/32996 Sun, 31 Jul 2022 00:00:00 +0200 Resilience, Coping Strategies, and Stress Related to Online Diploma Exam in University Students in Poland https://apcz.umk.pl/PBE/article/view/37127 <p>The present study investigated the association between resilience, coping strategies and stress related to online diploma exam under COVID-19 pandemic conditions. Sample of Polish university students (n = 453) in the last year of their bachelor’s or master’s completed a questionnaire containing questions about stress related to online diploma exam and experiencing difficulties related<br />to studying online and scales: Questionnaire (KOP-26) by Gąsior, Chodkiewicz, Ciechowski, the Polish version of COPE by Wrześniewski, Sense of Stress Questionnaire (KPS) by Plopa and Makarowski. The results showed that higher resilience was associated with lower levels of online<br />diploma exam stress, more frequent use of adaptive coping strategies and less frequent use of maladaptive coping strategies. Lower levels of online diploma exam stress were associated with more frequent use of coping strategies such as focus on the problem, humour and alcohol/drug<br />ideation, and less frequent use of focus on/venting emotions. The relationship between resilience and online diploma exam stress was shown to be mediated by two coping strategies (focus on the problem and focus on/ venting of emotions). Generalized sense of stress was not a moderator of the mediating effect. The results of the study have shown that the relationship between resilience, coping strategies, online diploma exam stress and sense of stress was different in students who experienced online study difficulties and those who did not.</p> Stanisława Byra, Magdalena Boczkowska Copyright (c) 2022 Stanisława Byra, Magdalena Boczkowska https://creativecommons.org/licenses/by-nd/4.0 https://apcz.umk.pl/PBE/article/view/37127 Sun, 31 Jul 2022 00:00:00 +0200 How Do High and Low Burnout Students Cope with Stressful Situations? Examining Associations Between Coping Mechanism and School Burnout Syndrome https://apcz.umk.pl/PBE/article/view/35182 <p>Previous studies confirmed that maladaptive coping strategies are strongly connected to job burnout. However, little is known about the association between coping strategies and student burnout and the differences between high and low burnout adolescents in the frequency of using them. The purpose of this study was to examine the relationship between strategies of coping with stress and school burnout among Polish high school students. 230 adolescents from Poland (25.7% boys) aged 17–20 (M = 18.25, SD = 0.45) participated in the study. The Polish version of SSBS scale for assessment of the level of school burnout and the Brief Cope Inventory were used. School burnout was significantly associated with lower level of problem-focused coping strategies and higher level of emotion-focused maladaptive coping strategies. Statistical<br />analysis confirmed the significant differences in the frequency of using maladaptive coping strategies between high and low burnout students. Regression analysis revealed that lower positive reframing and higher self-blame were the strongest predictors of school burnout<br />level. In the final regression model, 17% of variances in SSBS total score was explained by such coping strategies as: positive reframing, turning to religion, searching for emotional support and denial and venting. We confirmed the significant role of maladaptive coping strategies in<br />increasing burnout among young people. The findings also indicated that in preventing high school students’ burnout, more attention should be paid to enhancement of problem-focused coping strategies such as positive reframing, turning to religion and emotional support.</p> Katarzyna Tomaszek, Agnieszka Muchacka-Cymerman Copyright (c) 2022 Przegląd Badań Edukacyjnych (Educational Studies Review) https://creativecommons.org/licenses/by-nd/4.0 https://apcz.umk.pl/PBE/article/view/35182 Sun, 31 Jul 2022 00:00:00 +0200 Post-Accession Economic Migration of Young Adults as Element of Changing Career Patterns in Poland https://apcz.umk.pl/PBE/article/view/32310 <p>The results presented in this paper were obtained as part of a research project (funded by the National Science Centre in Kraków – NN 106 348 140) entitled: Economic Migration and<br />Returning Home as Experienced by Contemporary Poles. A Social Pedagogy Study. Quantitative research strategies were used (N-174) – a diagnostic survey, and the basic problem was – What experiences related to work (before, during and after emigration) do young Poles have? This article reviews how vocational career patterns changed against the background of the social and cultural transformations that took place in Poland; it also addresses economic migration as a part of these transformations and identifies career guidance in the context of migration experiences of young adults. Sampling studies of young adults (return migrants) revealed significance they assigned to their labour migration experiences that mainly involved 3D (dirty, dull, dangerous) jobs. A two-stage skill depreciation was found – brain waste (before and during migration) and the reasons for the waste as well as its consequences for the future career potential (post-migration “CV gaps” vs. the sense of agency, resourcefulness).</p> Joanna Wanda Kozielska, Magdalena Piorunek Copyright (c) 2022 Przegląd Badań Edukacyjnych (Educational Studies Review) https://creativecommons.org/licenses/by-nd/4.0 https://apcz.umk.pl/PBE/article/view/32310 Sun, 31 Jul 2022 00:00:00 +0200 The Implementation of Reflexive Methodology and a Storyline in Dual-Language Field Research https://apcz.umk.pl/PBE/article/view/36743 <p>This article attempts to illustrate the process of incorporating a model of reflexivity into dual- language field research as an alternative method of scientific enquiry. It also contributes to the ongoing discussion regarding how to approach reflexivity in a methodologically consistent<br />manner. The study is rooted in classical grounded theory and therefore it did not attempt to test or expand upon any existing or preconceived theory. However, it began with a research question on how mainstream curricula address the nature of minority cultural diversity. The research was conducted in primary schools in Texas in the United States, where dual-language curricula incorporate cultural aspects of students’ backgrounds. An overt non-participant<br />observation research technique was applied. The researcher was observing in an unobtrusive manner and making notes within the study environment. The codes and concepts emerging from the data were “put into dialogue” with the researcher’s voice, existing concepts and knowledge. The dialogue took place before, during, and after data collection as part of a literature review, and later to discuss the concepts and categories that emerged from the data. A storyline is used here to present the findings and emerging theories. This study demonstrates that the use of the model of reflexivity in GT research strengthens the rigor of the research process and the development of the researcher.</p> Barbara Muszyńska Copyright (c) 2022 Barbara Muszyńska https://creativecommons.org/licenses/by-nd/4.0 https://apcz.umk.pl/PBE/article/view/36743 Sun, 31 Jul 2022 00:00:00 +0200 Regulating Math Anxiety and Improving Math Performance: A Review of Intervention Research https://apcz.umk.pl/PBE/article/view/36485 <p>Math anxiety as a stressful reaction to interacting with mathematics is a common problem in education and is highly prevalent across the globe. Moreover, math anxiety is negatively correlated with math performance. Researchers are looking for promising ways to mitigate<br />its negative association by designing and testing various interventions. This article presents a review of intervention research aiming at regulating students’ math anxiety. The findings revealed that interventions may be classified into two types: (1) behavioral interventions, and (2) interventions focusing on improving math knowledge and skills. The article further provides an overview of interventional studies that examined the effect on both math anxiety and math performance. It includes the identification of primary characteristics of the studies,<br />and also the effects of interventions. The findings are discussed in terms of the present state in the field of math anxiety, particularly its potential regulation or treatment.</p> Alsu Shakmaeva Copyright (c) 2022 Alsu Shakmaeva https://creativecommons.org/licenses/by-nd/4.0 https://apcz.umk.pl/PBE/article/view/36485 Sun, 31 Jul 2022 00:00:00 +0200