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. Author manuscript; available in PMC: 2022 Jun 1.
Published in final edited form as: Dev Rev. 2021 May 3;60:100964. doi: 10.1016/j.dr.2021.100964

Figure 10. Neural mechanisms of affective and motivational factors in mathematical learning.

Figure 10.

A. Math anxiety decreases with training in arithmetic problem solving, with greater reductions for high math anxious (HMA) group, compared to low math anxious (LMA) group. Before training, the HMA relative to LMA group shows greater activation in the right amygdala. After training, there is no group difference in brain responses. Remediation of aberrant amygdala reactivity is correlated with training-induced reductions in math anxiety. B. Structural equation model illustrates that the relation between positive attitudes toward math and math achievement is mediated by hippocampal activation and memory retrieval. Values represent standardized estimates of path coefficients; solid and dashed lines indicate significant and nonsignificant paths, respectively. C. Functional connectivity of the ventral striatum (nucleus accumbens) with the dorsolateral prefrontal cortex (DLPFC) correlates with both growth mindset and grit. **p < .01. L: Left; R: Right. dACC: dorsal anterior cingulate cortex; MCC: midcingulate cortex; mPFC; medial prefrontal cortex; PCC: posterior cingulate cortex; rACC: rostral anterior cingulate cortex. Adapted from Supekar et al. (2015) [A], Chen et al. (2018) [B], and Myers et al. (2016) [C].