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特征和状态之间的关系-数学焦虑和数学参与:数学学习背景和任务难度的数学学习背景的作用
1Department of Psychology, Renmin University of China, Beijing, China.
The British journal of educational psychology
|February 5, 2025
概括
数学焦虑对学生的参与有不同的影响,这取决于它是特征还是状态. 特征数学焦虑始终降低了参与度,而状态数学焦虑则持续降低了参与度.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
背景情况:
- 现有的文献经常将一般数学焦虑与整体数学参与联系起来.
- 控制价值理论为理解学术环境中的动机提供了一个框架.
研究的目的:
- 调查特征和状态数学焦虑以及数学中的行为和认知参与之间的细微关系.
- 通过不同的学习环境 (每日练习与考试准备) 和任务难度 (简单与困难的数学问题) 检查这些关系.
主要方法:
- 一项调查研究涉及449名高中生.
- 一项实验性研究,对33名新生进行了实验.
- 测量特征和状态数学焦虑,以及行为和认知参与,在各种条件下.
主要成果:
- 与日常练习相比,学生在考试准备期间报告了更高的状态数学焦虑.
- 在这两项研究中,特征数学焦虑与参与度有负面关联.
- 状态数学焦虑表现出上下文依赖的影响,对困难任务的焦虑更高,导致对实验的认知参与度增加.
结论:
- 该研究强调,数学焦虑对参与度的影响不均,取决于它是稳定的特征还是局势状态.
- 学习背景和任务难度显著缓解了数学焦虑和参与之间的关系.
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