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注意偏差和数学回避:来自发育样本的见解

Alessandro Cuder1, Eleonora Doz1, Orly Rubinsten2

  • 1Department of Life Sciences, University of Trieste, Via Weiss n. 21, Trieste, Italy.

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概括

具有高数学焦虑和低数学自我效能的儿童避免与数学相关的单词,表明注意力偏差. 数学自我效能显著影响了这种回避,这表明动机因素是数学态度的关键.

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科学领域:

  • 认知心理学 认知心理学
  • 发展心理学 发展心理学
  • 教育心理学教育心理学

背景情况:

  • 注意偏差,威胁刺激对注意力的微妙影响,与负面态度有关.
  • 现有研究表明,具有负面数学态度的个体对数学刺激有注意力倾向.
  • 然而,发育样本中的注意偏差及其与数学焦虑,自我效能和技能的关系仍然未得到充分研究.

研究的目的:

  • 评估五年级和六年级学生对数学刺激的注意偏差.
  • 为了研究注意力偏差,数学焦虑,数学自我效能和数学技能之间的关系.
  • 了解动机结构在儿童注意力偏差模式中的作用.

主要方法:

  • 一个由五年级和六年级学生组成的样本参与了这项研究.
  • 用一个涉及数学与中性词语的任务来测量注意力偏差.
  • 数学焦虑,数学自我效能和数学技能被同时评估.

主要成果:

  • 具有较高的数学焦虑和较低的数学自我效能的儿童证明了避免数学刺激.
  • 数学自效率是注意偏差得分的最重要的预测因素.
  • 注意偏差中的回避模式与动机因素密切相关.

结论:

  • 经历数学焦虑和低自我效能的儿童表现出注意力避免与数学相关的刺激.
  • 数学自我效能在塑造这些注意力回避行为中起着至关重要的作用.
  • 这些发现突出了动机因素和注意力过程如何影响发展中的个体的数学态度.