Math anxiety (MA) seems to result from an interaction of genetic vulnerability with negative experiences learning mathematics. Although mathematics achievement does not substantially differ between the sexes, MA levels are usually higher in girls. Molecular genetic markers of MA vulnerability have been seldom explored. This article examines the contribution of the monoamine oxidase A gene (MAOA) to MA and to sex differences in MA. Five hundred and sixty-eight third to fifth graders were genotyped for the MAOA-LPR polymorphism (a repetitive element in MAOA promoter that has been associated with MAOA enzymatic activity), and assessed on general cognitive ability, mathematics achievement, and the cognitive and affective dimensions of MA. MAOA-LPR genotypes were classified as high (MAOA-H) or low (MAOA-L) according to their predicted enzymatic activity. Mixed models controlling for effects of school, sex, general cognitive ability, and mathematics achievement were evaluated. The best fitting model included school, math achievement, sex, MAOA-LPR, and the MAOA-LPR by sex interaction. This indicated that under the MAOA-H dominant model, anxiety toward mathematics interacted with the MAOA genotype: girls with an MAOA-L genotype exhibited higher levels of MA, with a small but significant effect. The association between MAOA-L genotype and MA in girls may represent an example of developmental plasticity.

中文翻译：

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MAOA-LPR 多态性和数学焦虑：女孩对社会影响的遗传易感性标志？

数学焦虑 (MA) 似乎是遗传脆弱性与学习数学的负面经历相互作用的结果。尽管两性之间的数学成绩没有实质性差异，但女孩的 MA 水平通常更高。很少探索 MA 易损性的分子遗传标记。本文研究了单胺氧化酶 A 基因 ( MAOA ) 对 MA 和 MA 性别差异的贡献。对 568名三至五年级学生进行了MAOA-LPR多态性（ MAOA启动子中与 MAOA 酶活性相关的重复元件）的基因分型，并评估了一般认知能力、数学成绩以及认知和情感能力MA 的维度。MAOA-LPR根据预测的酶活性，基因型分为高 ( MAOA - H ) 或低 ( MAOA-L )。评估了控制学校、性别、一般认知能力和数学成绩影响的混合模型。最佳拟合模型包括学校、数学成绩、性别、MAOA-LPR和性别交互的MAOA-LPR 。这表明在MAOA-H主导模型下，对数学的焦虑与MAOA基因型相互作用：具有MAOA-L基因型的女孩表现出更高水平的 MA，其影响虽小但显着。MAOA-L之间的关联女孩的基因型和 MA 可能代表发育可塑性的一个例子。