自闭症和非自闭症学龄男孩的特征和状态数学焦虑
Rachele Lievore1, Irene C Mammarella1
1Department of Developmental and Social Psychology, University of Padova, Italy.
Autism : the international journal of research and practice
|December 3, 2024
概括
自闭症男孩表现出类似的数学焦虑特征,但与非自闭症同龄人相比,在定时的数学任务中会经历更多的负面情绪和担忧. 时间压力会对自闭症学生的表现和情绪状况产生负面影响.
科学领域:
- 神经发育障碍 神经发育障碍
- 教育心理学教育心理学
- 临床心理学 临床心理学
背景情况:
- 数学焦虑是学业成绩的一个重要问题.
- 自闭症患者在教育环境中可能会遇到独特的挑战.
- 区分特征和状态焦虑对于理解情绪反应至关重要.
研究的目的:
- 研究自闭症学龄男孩与非自闭症同龄人之间的数学焦虑.
- 检查数学焦虑的特征和状态组成部分.
- 了解情绪和认知因素在自闭症男孩数学焦虑中的作用.
主要方法:
- 一项涉及110名8至16岁男孩 (50名自闭症,60名非自闭症) 的比较研究.
- 使用自我报告措施评估特征数学焦虑.
- 测量状态焦虑组件 (价值,兴奋,能力,担忧) 在定时数学任务之前和之后.
主要成果:
- 两组之间的特征数学焦虑没有显著差异.
- 自闭症男孩在计时数学测试中表现更差.
- 自闭症男孩报告了较低的价值,更高的兴奋,在任务期间更多的担忧,独立于特征焦虑.
结论:
- 特征和状态数学焦虑组件是不同的,并不同影响自闭症男孩.
- 在时间压力下的情绪和认知反应是自闭症学生学术经验的关键因素.
- 教育策略应应对时间压力和情绪调节,以支持自闭症学生.
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