关于空间焦虑和空间技能之间的关系的元分析性综述
Elyssa A Geer1, Connie Barroso2, Rachel A Conlon3
1Prevention Science Institute, University of Oregon.
Psychological bulletin
|February 8, 2024
概括
一项对283项研究的元分析发现,空间焦虑和空间技能之间存在很小的负相关性. 这表明,较高的空间焦虑与较低的空间技能有关,影响了STEM成就.
科学领域:
- 认知心理学 认知心理学
- 在STEM教育研究研究中.
- 空间认知 空间认知
背景情况:
- 空间技能对于科学,技术,工程和数学 (STEM) 领域的成功至关重要.
- 这些技能涉及对距离和方向等空间属性的推理.
- 空间焦虑,对空间思维的恐惧,已经成为影响空间技能的潜在因素.
研究的目的:
- 进行第一个关于空间焦虑和空间技能之间的关系的meta-analytic审查.
- 量化整体关联,并研究缓和因素.
- 综合1994年至2020年间进行的研究成果.
主要方法:
- 进行了预先注册的元分析审查.
- 分析了283个效果大小,包括空间技能和焦虑的各种措施.
- 主持人包括年龄,性别,技能/焦虑亚型,地区,出版细节和偏见风险.
主要成果:
- 在空间焦虑和空间技能之间发现了一个小的,统计学上显著的负相关性 (r = -0.14).
- 特定的亚型,如心理操纵,焦虑和导航技能,显示出更强的关联.
- 这种关系在各个年龄组中是一致的,尽管在年轻样本中略弱 (r = -0.08).
结论:
- 空间焦虑明显与空间技能减少有关.
- 这次元分析量化了这种关系,并突出了关键主持人.
- 这些发现支持对STEM教育的空间认知和焦虑干预措施的进一步调查.
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