在数学成就中,自我弹性,数学焦虑和工作记忆之间的相互作用
Eleonora Doz1, Alessandro Cuder1, Sandra Pellizzoni1
1Department of Life Sciences, University of Trieste, via Weiss 21 (Building W), Trieste, 34128, Italy.
Psychological research
|June 28, 2024
概括
自我弹性通过减少数学焦虑和支持工作记忆来保护儿童的数学表现. 这种人格特质是针对针对数学学习困难的干预措施的关键.
科学领域:
- 教育心理学教育心理学
- 认知心理学 认知心理学
- 发展心理学 发展心理学
背景情况:
- 数学焦虑会对数学表现产生负面影响,可能会影响儿童的工作记忆.
- 自我的弹性,一个人格特征,与更好的挑战管理,数学表现和更低的焦虑有关.
- 有限的研究存在于自我弹性在数学学习中的作用及其与数学焦虑的关系.
研究的目的:
- 研究自我弹性,数学焦虑和工作记忆对小学儿童数学表现的联合影响.
- 检查数学焦虑和工作记忆在自我弹性和数学成绩之间的关系中扮演的调解角色.
- 在算术和文字问题解决任务中分析这些关系,控制一般焦虑和年龄.
主要方法:
- 对185名意大利小学生 (3至5年级) 的数据进行了连续的多媒介分析.
- 这项研究检查了自我弹性,数学焦虑,工作记忆和算术和词题任务的表现.
- 一般焦虑和年龄被纳入分析中的共变量.
主要成果:
- 自我弹性通过数学焦虑和通过数学焦虑和工作记忆的联合途径间接地对数学成就产生了积极的影响.
- 工作记忆部分介绍了数学焦虑和数学表现之间的联系,证实了先前的研究.
- 在算术和文字问题解决任务中观察到一致的结果.
结论:
- 自我性作为一种保护因素,防止小学儿童发展数学焦虑.
- 旨在减轻对数学负面情绪的干预措施应考虑结合增强自我弹性策略.
- 加强自我弹性可能是一个有价值的方法,通过解决焦虑和认知因素来改善数学学习和表现.
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