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Mendeley readers
Attention Score in Context
| Title |
Affective and Motivational Factors Mediate the Relation between Math Skills and Use of Math in Everyday Life
|
|---|---|
| Published in |
Frontiers in Psychology, April 2016
|
| DOI | 10.3389/fpsyg.2016.00513 |
| Pubmed ID | |
| Authors |
Brenda R. J. Jansen, Eva A. Schmitz, Han L. J. van der Maas |
| Abstract |
This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Japan | 1 | 50% |
| Unknown | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 77 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 1% |
| Unknown | 76 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 11 | 14% |
| Student > Bachelor | 11 | 14% |
| Lecturer | 9 | 12% |
| Student > Ph. D. Student | 8 | 10% |
| Student > Doctoral Student | 6 | 8% |
| Other | 14 | 18% |
| Unknown | 18 | 23% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 18 | 23% |
| Mathematics | 16 | 21% |
| Social Sciences | 8 | 10% |
| Neuroscience | 3 | 4% |
| Nursing and Health Professions | 2 | 3% |
| Other | 9 | 12% |
| Unknown | 21 | 27% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 17 April 2018.
All research outputs
#15,153,715
of 23,306,612 outputs
Outputs from Frontiers in Psychology
#16,511
of 30,979 outputs
Outputs of similar age
#171,700
of 300,314 outputs
Outputs of similar age from Frontiers in Psychology
#278
of 432 outputs
Altmetric has tracked 23,306,612 research outputs across all sources so far. This one is in the 32nd percentile – i.e., 32% of other outputs scored the same or lower than it.
So far Altmetric has tracked 30,979 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 12.5. This one is in the 38th percentile – i.e., 38% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 300,314 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 39th percentile – i.e., 39% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 432 others from the same source and published within six weeks on either side of this one. This one is in the 31st percentile – i.e., 31% of its contemporaries scored the same or lower than it.