父母的数学焦虑和态度与幼儿的数学成就之间的纵向关联
Fiona R Simmons1, Elena Soto-Calvo1, Anne-Marie Adams1
1School of Psychology, Liverpool John Moores University, Liverpool L3 3AF, UK.
Journal of experimental child psychology
|October 2, 2023
概括
父母对数学的焦虑和负面态度与儿童早期的数学技能降低有关. 这种关联独立于父母的数学能力和家庭号码经验,但确切的原因尚不清楚.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 数学教育教育 数学教育
背景情况:
- 家长的影响在很大程度上塑造了孩子的学术发展,特别是在数学等基础领域.
- 了解父母数学焦虑和态度的影响对于早期干预策略至关重要.
- 早期的数学成就是以后学术成功的强有力的预测因素.
研究的目的:
- 研究父母对数学的焦虑和态度与儿童在小学早期的数学成绩之间的关系.
- 确定家庭号码体验是否调解了父母因素与儿童数学技能之间的关联.
- 探索潜在的性别差异对母亲数学焦虑的影响.
主要方法:
- 涉及学龄前儿童的父母及其后代的长度研究.
- 数据收集包括关于父母数学焦虑/态度,家庭号码经验和儿童数学评估的问卷.
- 统计分析检查了预测关联,控制父母的数学成就和家庭经验.
主要成果:
- 父母对数学的焦虑和负面态度显著预测了孩子在第一学年较低的数学成绩.
- 即使考虑到父母的数学能力和家庭号码经验,这些关联仍然很重要.
- 与男孩相比,母亲的数学焦虑与女孩的数学成就有更强的关联,父母的数学焦虑没有预测孩子的数学焦虑.
结论:
- 父母对数学的焦虑和负面态度代表了儿童早期数学成就的重大风险因素.
- 这些发现强调了解决父母与数学相关的信念的重要性,以支持儿童的数学发展.
- 需要进一步的研究来阐明这种父母-孩子数学成就联系的具体机制.
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