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小学学生的数学焦虑:检查时间和任务复杂性的作用
Kathrin E Maki1, Anne F Zaslofsky2, Robin Codding3
1University of Florida, United States of America.
Journal of school psychology
|September 9, 2024
概括
数学焦虑增加了复杂的问题,而不是时间. 高基线数学焦虑的学生在复杂的任务上表现出更多的焦虑,当时间是隐蔽的.
科学领域:
- 教育心理学教育心理学
- 认知心理学 认知心理学
背景情况:
- 数学焦虑在学生中很普遍.
- 了解数学焦虑的情境触发因素对于提高数学成绩至关重要.
- 现有的研究还没有充分探讨任务时间和复杂性对数学焦虑的影响.
研究的目的:
- 调查数学任务的时间 (公开与隐蔽) 和复杂性 (简单与复杂) 如何影响四年级和五年级学生的数学焦虑和表现.
- 为了确定可能加剧学生的数学焦虑的特定条件.
主要方法:
- 在113名四年级和五年级学生中采用了课题内设计.
- 参与者完成了不同时间和复杂性的数学任务.
- 协差分析 (ANCOVA) 用于分析报告的数学焦虑的差异.
主要成果:
- 对于简单或复杂的数学问题,在公开和隐蔽的时间条件之间没有发现数学焦虑的显著差异.
- 参与者报告说,在复杂的数学任务上工作时,与简单的数学任务相比,数学焦虑显著增加.
- 学生中等至高基线数学焦虑报告增加了焦虑在复杂的任务在隐蔽的时间条件下.
结论:
- 任务的复杂性,而不是时间,是引起数学焦虑的重要因素.
- 隐藏的时间可能会增加学生的焦虑,因为在面对具有挑战性的问题时,他们已经容易出现数学焦虑.
- 研究结果表明,需要有针对性的干预措施来解决复杂任务场景中的数学焦虑.
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