Dyslexia in higher education: Implications for maths anxiety, statistics anxiety and psychological well-being

Julie-Ann Jordan, Gary McGladdery, Kevin Dyer

Research output: Contribution to journalArticlepeer-review

21 Citations (Scopus)


This study examined levels of mathematics and statistics anxiety, as well as general mental health amongst undergraduate students with dyslexia (n = 28) and those without dyslexia (n = 71). Students with dyslexia had higher levels of mathematics anxiety relative to those without dyslexia, while statistics anxiety and general mental health were comparable for both reading ability groups. In terms of coping strategies, undergraduates with dyslexia tended to use planning-based strategies and seek instrumental support more frequently than those without dyslexia. Higher mathematics anxiety was associated with having a dyslexia diagnosis, as well as greater levels of worrying, denial, seeking instrumental support and less use of the positive reinterpretation coping strategy. By contrast, statistics anxiety was not predicted by dyslexia diagnosis, but was instead predicted by overall worrying and the use of denial and emotion focused coping strategies. The results suggest that disability practitioners should be aware that university students with dyslexia are at risk of high mathematics anxiety. Additionally, effective anxiety reduction strategies such as positive reframing and thought challenging would form a useful addition to the support package delivered to many students with dyslexia.
Original languageEnglish
Pages (from-to)225-240
Issue number3
Early online date25 Jun 2014
Publication statusPublished - Aug 2014


Dive into the research topics of 'Dyslexia in higher education: Implications for maths anxiety, statistics anxiety and psychological well-being'. Together they form a unique fingerprint.

Cite this