基于技能和治疗干预措施的元分析,以解决数学焦虑问题
Robin S Codding1, Abigail E Goodridge1, Emily Hill1
1Department of School Psychology, Northeastern University, United States of America.
Journal of school psychology
|September 9, 2023
概括
分析了针对数学焦虑症状和数学成绩的学校干预措施. 治疗干预更好地减少了数学焦虑,而技能干预改善了数学成绩.
科学领域:
- 教育心理学教育心理学
- 临床心理学 临床心理学
背景情况:
- 数学焦虑和成绩对于K-12学生来说至关重要.
- 基于学校的干预措施旨在减轻这些问题.
研究的目的:
- 分析治疗和数学技能干预措施对数学焦虑和成绩的影响.
- 作为潜在的调节者,检查治疗类型和研究质量.
主要方法:
- 系统的文献搜索确定了17项研究.
- 包括1786名小学和中学学生.
- 对干预对数学焦虑和成绩的影响的元分析.
主要成果:
- 与数学技能干预 (g_av = -0.32) 相比,治疗干预显著减少了数学焦虑 (g_av = -0.51).
- 与治疗干预 (g_av = 0.12) 相比,数学技能干预显著提高了数学成绩 (g_av = 0.76).
- 研究质量调节了干预的有效性,当考虑时差异并不显著.
结论:
- 这两种干预类型都对数学焦虑和成绩产生了特定的益处.
- 高质量的研究表明,干预类型可能不是一个显著的差异化因素.
- 调查结果为学生的数学发展提供了有针对性的支持.
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