During adolescence, anxiety may rise more significantly due to factors such as academic achievement and has a negative impact on learning and thinking skills. Adolescents with higher levels of math anxiety need more time to analyse and repress or miss the solutions when they are presented with even the simplest arithmetic problems. fMRI is being used for investigating cognitive processes such as learning, memory, and creativity and emotional states such as anxiety. However, there is a lack of research focusing on fMRI studies on the relationships between anxiety and brain functions in adolescence. The purpose of this study was to demonstrate the relationship between anxiety and mathematical thinking capabilities of the 12th-grade students in Turkey. Initially, 68 12th-grade students were surveyed by state-trait anxiety inventory and perceived stress scale. Participants who were in the highest 20 % (n₁ = 9) and the lowest 20 % (n₂ = 14) groups (n = 23) were selected for the functional magnetic resonance imaging (fMRI) study. The modifications of participants’ cerebral activation patterns were monitored via a 3 T MRI scanner while solving six mathematics questions. Subsequently, the data were analysed to reveal how anxiety levels correlate with brain activations and academic achievement. Activity in the frontal cortex of all participants increased during the use of mathematical skills. However, a significantly higher level of increment –intensively in the right frontal cortex- was detected on the participants with high anxiety. No statistically significant difference was observed between academic achievements and anxiety levels of the subjects.

在青春期，由于学业成绩等因素，焦虑可能会更加显着上升，并对学习和思维能力产生负面影响。即使是最简单的算术问题，数学焦虑程度较高的青少年也需要更多时间来分析和压抑或错过解决方案。fMRI 正被用于研究认知过程，如学习、记忆和创造力以及焦虑等情绪状态。然而，缺乏针对青春期焦虑与大脑功能关系的 fMRI 研究的研究。本研究的目的是展示土耳其 12 年级学生的焦虑与数学思维能力之间的关系。原来，通过状态-特质焦虑量表和感知压力量表对 68 名 12 年级学生进行了调查。最高 20 % (n₁ = 9) 和最低的 20% (n ₂ = 14) 组 (n = 23) 被选为功能磁共振成像 (fMRI) 研究。通过 3 T MRI 扫描仪监测参与者大脑激活模式的变化，同时解决六个数学问题。随后，对数据进行了分析，以揭示焦虑水平与大脑活动和学业成就之间的关系。在使用数学技能期间，所有参与者的额叶皮层的活动都会增加。然而，在高度焦虑的参与者身上检测到显着更高水平的增量——集中在右额叶皮层。受试者的学业成绩和焦虑水平之间没有观察到统计学上的显着差异。