解决数学焦虑对高中数学成绩的影响的策略
Rachel G Pizzie1, David J M Kraemer2
1Gallaudet University, Washington, DC, USA. Rachel.pizzie@gallaudet.edu.
NPJ science of learning
|October 1, 2023
概括
通过鼓励自我测试和减少避免,学习技能干预显著提高了焦虑学生的数学成绩. 这些学术上的好处显示出持久的影响,帮助学生克服数学焦虑.
科学领域:
- 教育心理学教育心理学
- 认知行为干预 认知行为干预
背景情况:
- 数学焦虑会产生负面情绪和不适应的学习技巧,阻碍学术潜力.
- 学生有数学焦虑往往避免作业和考试准备,影响绩效.
研究的目的:
- 为了评估对高中生具有数学焦虑的课堂干预措施的有效性.
- 为了比较情绪调节 (ER) 与学习技能 (SS) 干预对学业绩的影响.
主要方法:
- 实施了两个干预措施:使用认知再评估的情绪调节 (ER) 和专注于自我测试和克服回避的学习技能 (SS).
- 干预措施是在两个样本中的高中数学学生的课堂环境中进行的.
主要成果:
- 在干预期间,学习技能 (SS) 干预导致高度焦虑的学生的成绩提高.
- 与SS干预相比,情绪调节 (ER) 干预在提高成绩方面效率较低.
- 干预SS的好处,包括提高学业成绩和减少与焦虑相关的缺陷,持续到干预后的季度.
结论:
- 改善学习策略和增加对数学资源的参与,有助于高度焦虑的学生管理数学焦虑.
- 研究技能干预表明,它有可能对数学理解和学业成绩产生持久的积极影响.
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