青春期前儿童对数学和阅读的焦虑是特定领域的
Delphine Sasanguie1,2, Charlotte Larmuseau2,3, Fien Depaepe2,3
1Research Centre for Learning in Diversity, HOGENT, 9000 Ghent, Belgium.
Journal of Intelligence
|February 23, 2024
概括
这项研究发现,考试焦虑,数学焦虑和阅读焦虑是不同的,可以分离的构造,而不仅仅是一般学术焦虑的方面. 这些特定的焦虑会以不同的方式影响数学表现.
科学领域:
- 教育心理学教育心理学
- 认知心理学 认知心理学
- 学术焦虑研究研究
背景情况:
- 学术焦虑是学生的一个重要问题.
- 以前的研究并没有明确区分特定类型的学术焦虑,例如考试焦虑 (TA),数学焦虑 (MA) 和阅读焦虑 (RA).
- 了解这些焦虑的独特性质对于有针对性的干预至关重要.
研究的目的:
- 调查测试焦虑,数学焦虑和阅读焦虑是否是可分离的构造或一般学术焦虑的表现.
- 检查这些不同的焦虑类型和学业成绩之间的关系,特别是数学.
主要方法:
- 776名五年级学生的样本填写了测量TA,MA和RA的问卷.
- 学生还参加了数学测试,并获得了他们的数学和阅读表现数据.
- 用确认因素分析和结构方程建模来分析数据.
主要成果:
- 一个三因素模型 (TA,MA,RA) 与一般学术焦虑的一个因素模型相比显示出更好的适应性.
- 数学焦虑与数学表现的负面关系比考试焦虑更强.
- 数据的局限性阻止了对阅读焦虑对阅读表现的影响分析.
结论:
- 考试焦虑,数学焦虑和阅读焦虑是经验上可以分离的构造.
- 特定的学术焦虑对学业成绩有不同的影响.
- 未来的研究应该更彻底地探索阅读焦虑及其表现联系.
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