学生在小学数学焦虑概况如何变化:教师支持,同行支持和数学态度的作用
Xinfeng Zhuo1, Yangyang Wang1, Yanli Xu1
1School of Psychology, Shandong Normal University, Jinan, China.
The British journal of educational psychology
|March 5, 2025
概括
数学焦虑 (MA) 个人资料可以随着时间的推移而改变. 增加教师和同龄人的支持,以及积极的数学态度,有助于学生转向更低的焦虑档案. 男孩的过渡期不同于女孩的过渡期.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 儿童心理学 儿童心理学
背景情况:
- 数学焦虑 (MA) 是一个影响学业成功的复杂问题.
- 有限的纵向研究存在于MA形状动态.
研究的目的:
- 在儿童中识别不同的数学焦虑概况.
- 检查MA个人资料转变的预测因素,包括社会支持和态度.
- 调查MA形状变化中的性别差异.
主要方法:
- 一项长度研究,对1025名中国三年级学生进行了四个时间点的评估.
- 潜伏过渡分析用于建模MA轮变化.
- 问卷测量了MA,一般焦虑,考试焦虑,数学成绩,教师支持,同行支持和数学态度.
主要成果:
- 确定了三种数学焦虑概况:低MA (LMA),中度数学评估焦虑 (MMEA) 和高数学学习,问题解决和教师焦虑 (HLPTMA).
- 更高的教师和同行支持预测了从MMEA/HLPTMA到LMA的过渡.
- 积极的数学态度也促进了从MMEA/HLPTMA到LMA的转变.
- 与女孩相比,男孩更容易从MMEA过渡到HLPTMA.
结论:
- 数学焦虑概况显示稳定性,但也可能发生变化.
- 教师和同行支持,以及数学态度,是影响MA轨迹的关键因素.
- 研究结果支持早期干预的必要性,以管理儿童的数学焦虑.
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