{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,13]],"date-time":"2026-10-13T04:54:01Z","timestamp":1791867241328,"version":"4.3.4"},"reference-count":66,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2014,6,25]],"date-time":"2014-06-25T00:00:00Z","timestamp":1403654400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2014,8]]},"abstract":"<jats:p>This study examined levels of mathematics and statistics anxiety, as well as general mental health amongst undergraduate students with dyslexia (<jats:italic>n<\/jats:italic>\u2009=\u200928) and those without dyslexia (<jats:italic>n<\/jats:italic>\u2009=\u200971). 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\u2010based 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. Copyright \u00a9 2014 John Wiley &amp; Sons, Ltd.<\/jats:p>","DOI":"10.1002\/dys.1478","type":"journal-article","created":{"date-parts":[[2014,6,26]],"date-time":"2014-06-26T00:14:59Z","timestamp":1403741699000},"page":"225-240","source":"Crossref","is-referenced-by-count":56,"title":["Dyslexia in Higher Education: Implications for Maths Anxiety, Statistics Anxiety and Psychological Well\u2010being"],"prefix":"10.1002","volume":"20","author":[{"given":"Julie\u2010Ann","family":"Jordan","sequence":"first","affiliation":[{"name":"School of Education Queen's University Belfast  Northern Ireland UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Gary","family":"McGladdery","sequence":"additional","affiliation":[{"name":"Disability Services Queen's University Belfast  Northern Ireland UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kevin","family":"Dyer","sequence":"additional","affiliation":[{"name":"School of Psychology Queen's University Belfast  Northern Ireland UK"},{"name":"Psychological Therapies Service Northern HSC Trust  UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2014,6,25]]},"reference":[{"key":"e_1_2_9_2_1","first-page":"175","volume-title":"The development of mathematical skills","author":"Ashcraft M. 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