焦虑预测了幼儿园儿童的数学成绩
Bernadett Svraka1,2,3,4, Carolina Álvarez5, Dénes Szücs5
1Department of Education, Faculty of Primary and Pre-School Education, ELTE, Eötvös Loránd University, Budapest, Hungary.
Frontiers in psychology
|March 13, 2024
概括
一般焦虑 (GA) 对学龄前儿童,特别是女孩的数学成绩产生负面影响. 针对GA的早期干预可以防止以后的数学焦虑 (MA).
科学领域:
- 儿童心理学 儿童心理学
- 教育心理学教育心理学
- 发育神经科学的发展神经科学.
背景情况:
- 数学焦虑 (MA) 通常出现在学龄儿童和成年人身上.
- 一般焦虑 (GA) 可能是MA的前身和贡献者,这表明其起源很早.
- 研究尚未广泛探讨GA对学龄前儿童数学成绩的影响.
研究的目的:
- 调查幼儿园儿童的一般焦虑 (GA) 和数学成绩之间的关联.
- 为了确定GA是否预测幼儿早期的数学成绩.
- 研究性别和家庭社会经济地位 (SES) 对这种关系的影响.
主要方法:
- 一组488名匈牙利幼儿园儿童 (年龄为5.7-6.9岁) 参与了这项研究.
- 收集的数据包括一般焦虑 (GA),性别,家庭社会经济地位 (SES) 和数学成绩的指标.
- 进行了统计分析,以评估这些变量之间的关系.
主要成果:
- 一般焦虑 (GA) 与幼儿园学生的数学成绩有显著的负相关性.
- GA对数学成绩的负面影响在女生中比男生更为明显.
- 家庭社会经济地位 (SES) 成为数学成绩最强的预测因素,而数学成绩没有发现显著的性别差异.
结论:
- 在学前阶段增加的一般性焦虑 (GA) 可能是未来数学焦虑 (MA) 的早期指标.
- 专注于管理学龄前儿童的GA的早期干预措施可能会减轻以后的数学困难.
- 在正式上学之前解决GA可能是预防数学焦虑的关键一步.
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