在中国中学生中确定数学焦虑的先决条件配置:使用NCA和QCA方法
1School of Public Administration, Sichuan University, Chengdu, China.
Frontiers in psychology
|October 1, 2024
概括
中学生的数学焦虑是复杂的. 高分或兴趣并不能阻止它;缺乏父母的支持和动机是关键因素. 了解这些相互作用对于学生的福祉至关重要.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 复杂系统分析 复杂系统分析
背景情况:
- 数学焦虑会对中学学业绩和心理健康产生负面影响.
- 以前的研究往往独立地检查因素,忽视了它们的相互作用.
- 需要复杂的系统方法来理解数学焦虑的多面性质.
研究的目的:
- 使用复杂系统视角,确定中学生数学焦虑的决定因素.
- 探索导致数学焦虑的先决条件的配置.
- 通过检查影响数学焦虑因素的相互作用来解决研究中的差距.
主要方法:
- 一项涉及中国183名中学生 (16-19岁) 的横截面研究.
- 使用必要条件分析 (NCA) 和定性比较分析 (QCA).
- 评估数学焦虑作为结果变量,数学成绩,家长支持,学习动机,学习计划和学习兴趣作为条件变量.
主要成果:
- 并非所有个体因素都是数学焦虑的必要条件.
- 确定了影响数学焦虑的前置条件的四种不同的配置.
- 高数学成绩和兴趣并不排除如果缺乏父母的支持或动机,就会出现焦虑.
- 过度的家长支持加剧了焦虑,当动机或计划是低的,或当兴趣是高,但得分/计划是弱的.
结论:
- 数学焦虑是由多个因素的复杂相互作用决定的,而不仅仅是个别因素.
- 这些发现需要教育工作者和研究人员采取整体方法来理解和解决数学焦虑.
- 干预措施应考虑学生群体独特的先决条件的特定配置.
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