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没有意识到你不知道:分数状态焦虑是由自然数偏差减少
Hilma Halme1, Jo Van Hoof1, Minna Hannula-Sormunen1
1Department of Teacher Education, University of Turku, Turku, Finland.
The British journal of educational psychology
|September 21, 2023
概括
有自然数偏差 (NNB) 的学生可能没有意识到他们的数学错误,导致低分数状态的焦虑. 这凸显了误解如何影响数学中的焦虑-绩效关系.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 数学教育的数学教育.
背景情况:
- 数学焦虑与小学数学成绩有负相关性.
- 最近的研究表明,分数表现和状态焦虑之间没有显著的相关性.
- 自然数偏差 (NNB) 可能会解释这种差异,因为学生对分数作业应用不适当的推理.
研究的目的:
- 调查自然数偏差 (NNB) 是否影响学生的分数相关状态焦虑.
- 为了探索误解,表现和焦虑之间的关系在分数算法中.
主要方法:
- 119名五年级和六年级的学生根据分数算术任务的表现被分为NNB和No-NNB组.
- 国家焦虑,特征数学焦虑,以及分数和整数任务的表现在各组之间进行了比较.
主要成果:
- 与没有NNB组相比,NNB组表现出较低的分数状态焦虑.
- 两组之间没有发现特征数学焦虑的显著差异.
- 与没有NNB组不同的是,NNB组的分数状态焦虑低于整数状态焦虑.
结论:
- 学生的自我感知表现影响他们的状态焦虑.
- 患有NNB的学生可能没有意识到自己的误解和表现不佳.
- 如果不考虑低绩效的误解,可能导致误解焦虑与绩效之间的关系.
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