数学焦虑和数学成绩之间的关系:区分学习数学焦虑和数学评估焦虑的作用
Gianni Alberto Lanfaloni1, Massimo Piccirilli, Patrizia D'Alessandro
1Istituto Serafico di Assisi, Viale Guglielmo Marconi, 6, 06081 Assisi, Perugia, Italy, giannilanfaloni@serafico.it.
Psychiatria Danubina
|November 23, 2023
概括
数学焦虑 (MA) 显著影响学业成绩. 较低的MA水平与改善的数学技能相关,这表明MA评估可以识别需要教育支持的学生.
科学领域:
- 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) 是一个已知的因素,导致数学表现不佳.
- 识别情绪因素对于理解学术斗争至关重要.
研究的目的:
- 研究数学焦虑水平与中学生数学能力发展之间的关系.
- 确定MA是否可以预测学生实现预期学术能力的能力.
主要方法:
- 评估了28名意大利中学学生的队列,他们最初在计算技能方面得分很低.
- 数学焦虑水平在学年初被测量,并与随后的数学成绩相关联.
- 分析的重点是根据学生达到足够的数学能力水平的能力来区分学生.
主要成果:
- 提高数学成绩达到足够水平的学生的整体MA显著下降.
- 士课程的"学习数学"子表格是成功学生和不成功学生之间的关键差异化因素.
- 在"数学评价"子规模的组之间没有发现显著差异.
结论:
- 评估数学焦虑水平可以帮助识别与学习数学相关的情感困难.
- 在MA分尺度 (学习数学与数学评估) 之间的差异可能表明针对量身定制的教育干预措施的特定需求.
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