数学态度和数学焦虑预测了学生对小学教师支持的看法,但不是相反
Ruifan Luo1, Aoxue Zhang2, Yangyang Wang1
1School of Psychology, Shandong Normal University, Jinan, China.
The British journal of educational psychology
|July 26, 2023
概括
数学焦虑和数学态度随着时间的推移在小学生中相互影响. 两者都预测了未来的教师支持,强调了儿童在学习环境中的积极作用.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 幼儿教育 幼儿教育 幼儿教育
背景情况:
- 教师的支持和数学态度与小学儿童的数学焦虑有关.
- 这些因素之间的纵向相互关系仍未得到充分研究.
研究的目的:
- 调查教师支持感知,数学态度和数学焦虑之间的纵向关联.
- 检查中国小学学生之间这些关系中的潜在性别差异.
主要方法:
- 在1802名小学学生身上,采用了为期三年的交叉延迟面板设计.
- 使用多组分析来评估观察到的关联中的性别差异.
主要成果:
- 随着时间的推移,数学态度和数学焦虑之间发现了相互关联.
- 数学态度和数学焦虑预测了纵向感知到的教师支持,但不是反过来.
- 数学态度调解了数学焦虑与后来教师支持之间的联系,反之亦然.
结论:
- 数学焦虑和数学态度在动态上相互影响,并预测未来的教师支持.
- 研究结果表明,儿童在他们的教育经历中是积极的代理人,而不是被动的接受者.
- 为旨在减轻数学焦虑风险的干预提供理论指导.
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