执行职能在状态和特征 - - 数学焦虑与数学表现关系中的作用
Santiago Pelegrina1, M Eva Martín-Puga1, M Teresa Lechuga1
1Department of Psychology, University of Jaén, Jaén, Spain.
Annals of the New York Academy of Sciences
|April 10, 2024
概括
属性数学焦虑对数学表现产生负面影响,工作记忆更新是关键的调解者. 抑制和切换执行功能在这种关系中没有中介作用.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
背景情况:
- 数学焦虑与执行功能有关,但研究往往忽视了状态焦虑和全面的执行功能评估.
- 以前的研究集中在特征数学焦虑和个体执行功能上,限制了对它们与数学表现相互作用的理解.
研究的目的:
- 调查抑制,切换和更新在状态和特征 - 数学焦虑和数学表现之间的关系中的中介作用.
- 区分状态和特征数学焦虑对数学表现的预测能力.
- 为了检查具体的执行功能调解数学焦虑-绩效链接.
主要方法:
- 使用结构方程建模分析了来自205名大学生的数据.
- 一个全面的电脑任务和问卷评估了数学焦虑 (状态和特征) 和执行功能 (抑制,切换,更新).
- 使用确认因素分析来验证测量模型.
主要成果:
- 数学焦虑包括特征和状态维度,特征-数学焦虑独特地预测了数学表现.
- 工作记忆更新显著调解了数学焦虑和数学表现之间的关系.
- 抑制和切换执行功能并没有调解数学焦虑-绩效关系.
结论:
- 工作记忆的更新,而不是抑制或切换,是关键的执行功能,调解数学焦虑对表现的影响.
- 这些发现挑战了关于焦虑和执行功能的概括理论,表明数学焦虑的特异性.
- 工作记忆更新缺陷可能会导致或导致数学焦虑的发展.
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