预测青少年数学焦虑的因素:一个结构方程建模方法
Suman Ahmmed1, Jashodhan Saha2, Maruf Ahmed Tamal3
1Department of Computer Science & Engineering, United International University, Dhaka, Bangladesh.
Frontiers in psychiatry
|December 20, 2024
概括
孟加拉学生的数学焦虑 (MA) 源于过去的负面经历,教师支持不足和认知挑战. 解决这些因素对于提高数学自我效能和动机至关重要.
科学领域:
- 教育心理学教育心理学
- 数学教育教育 数学教育
背景情况:
- 数学焦虑 (MA) 是学业成功和幸福的重要障碍.
- 了解MA的预测因素对于开发有效的干预措施至关重要.
研究的目的:
- 确定孟加拉国中学学生中数学焦虑的关键预测因素.
- 探索自我效能,态度和测试焦虑在MA发展中的调解作用.
主要方法:
- 定量横截面研究设计.
- 数据来自89所机构的486名中学学生.
- 部分最小平方结构方程建模 (PLS-SEM) 分析.
主要成果:
- 过去的负面数学经验和缺乏教师支持显著预测低数学自我效能.
- 低自我效能,负面态度和考试焦虑是MA的主要原因.
- 认知挑战,特别是工作记忆困难,直接影响MA.
- MA对学习数学的动机产生负面影响.
结论:
- 干预措施应解决过去的负面经验,并加强教师支持,以提高数学自我效能.
- 针对负面态度和考试焦虑的策略对于减少MA至关重要.
- 政策影响包括制定全面的战略,以打击在教育环境中MA.
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