数学焦虑调解了性别和STEM相关态度之间的关联:来自大规模研究的证据
Ahmed M Megreya1, Elsayed E A Hassanein1, Ahmed A Al-Emadi1
1Department of Psychological Sciences, College of Education, Qatar University, Doha, Qatar.
Acta psychologica
|January 11, 2025
概括
数学焦虑 (MA) 对科学,技术,工程和数学 (STEM) 的态度产生负面影响. 对焦虑的女学生的干预措施可能会促进STEM参与.
科学领域:
- 教育心理学教育心理学
- 在STEM教育研究研究中.
背景情况:
- 数学焦虑 (MA) 是一个广泛的问题,影响着全球学生的福祉和学术成功.
- 了解MA,性别和对STEM的态度之间的关系对于教育干预至关重要.
研究的目的:
- 调查性别,数学焦虑和青少年对STEM的态度之间的关联.
- 验证"学生对STEM调查的态度" (STEM-S) 的因数结构.
主要方法:
- 一项大规模的研究涉及7172名学生在7-10年级在卡塔尔.
- 分析包括检查STEM-S的因数结构,相关性,多重线性回归和结构方程建模.
主要成果:
- 在STEM-S调查显示了可靠的三因素结构.
- 女性报告说,比男性更高的数学焦虑和不那么有利的STEM态度.
- 数学焦虑与STEM态度有很强的负相关性,它调解了性别和STEM态度之间的关系.
结论:
- 数学焦虑显著影响学生对STEM的态度,尤其是女性.
- 针对高数学焦虑的学生,特别是女性,进行有针对性的心理干预,可以提高STEM参与度.
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