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情绪和数学:焦虑概况及其对大学生算术表现的影响
Serena Rossi1, Iro Xenidou-Dervou1, Krzysztof Cipora1
1Centre for Mathematical Cognition, Loughborough University, Loughborough, UK.
大学学生表现出不同的数学焦虑特征,影响学业成绩. 识别这些个人资料对于开发有针对性的干预措施来提高数学技能和自我信心至关重要.
科学领域:
- 心理学 心理学 心理学
- 教育心理学教育心理学
- 认知科学 认知科学
背景情况:
- 数学焦虑 (MA),一般焦虑 (GA) 和考试焦虑 (TA) 都会对学业表现产生负面影响.
- 有限的研究探讨了具体的焦虑特征如何影响大学生的MA-绩效联系.
- 之前关于焦虑概况的研究主要针对儿童和青少年进行.
研究的目的:
- 为了在英国大学生中识别不同的焦虑特征.
- 调查这些个人资料如何与数学表现和个体特征相关.
- 为了弥合理解成年学习者焦虑概况的差距.
主要方法:
- 隐性个人资料分析被用来对328名英国大学生进行分类.
- 焦虑概况是基于自我报告的MA,TA和GA水平.
- 算术表现和非数学任务被用作结果指标.
主要成果:
- 确定了五种不同的焦虑特征,包括极端 (所有焦虑的高/低) 和特定 (例如,以MA为中心,以TA为中心) 的特征.
- 这些概况显示了与算术表现的差异关系,但与非数学任务没有差异关系.
- 焦虑概况也与自我概念和自我效能的变化有关.
结论:
- 焦虑特征显著影响大学生的数学表现.
- 干预措施应根据特定的焦虑特征进行调整,以提高有效性.
- 需要进一步的研究来了解从青春期到成年期的MA的发展轨迹.
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