数学焦虑症患者对与数学相关的单词进行情感处理
Rocío Linares1, Santiago Pelegrina1, Rafael Delgado-Rodríguez1
1Department of Psychology, University of Jaén, Jaén, España.
Anxiety, stress, and coping
|December 18, 2023
概括
高数学焦虑症 (MA) 个体认为与数学相关的单词是适度不愉快和激活的,与低MA个体有很大的不同. 这种改变的情绪反应是数学焦虑的关键指标.
科学领域:
- 心理学 心理学 心理学
- 认知科学 认知科学
- 神经科学是一个神经科学.
背景情况:
- 有限的研究存在于数学焦虑 (MA) 个体对数学刺激的情绪反应.
- 了解MA中数学相关线索的作用对于开发有针对性的干预措施至关重要.
研究的目的:
- 研究高和低数学焦虑的个体对与数学相关的单词的主观情感处理.
- 为了在兰格的生物信息情绪模型中检查这些情绪反应.
主要方法:
- 41名高MA和32名低MA本科生参加了.
- 参与者使用自我评估人偶来评估与数学相关的,中立的,愉快的和不愉快的单词,以测量价值,兴奋和主导.
- 使用了"英语单词的情感规范"数据集.
主要成果:
- 低MA组将数学单词评为中性的.
- 与中性和不愉快的单词相比,高MA组将数学单词评为中度厌恶 (低价值) 和激活 (更高兴奋).
- 只有在所有情感尺度上与数学相关的单词中才观察到群体之间的显著差异.
结论:
- 高MA个体对与数学相关的单词表现出改变的情感处理,将其视为适度厌恶和激活.
- 这种对数学相关单词的改变情绪反应是数学焦虑的潜在症状.
- 这些发现有助于理解数学焦虑的情感层面.
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