黑板上的数学! 在患有数学焦虑症的人群中,数学相关图像的情感处理
Rocío Linares1, Santiago Pelegrina1, Rafael Delgado-Rodríguez2
1Department of Psychology, University of Jaén, Campus Las Lagunillas, 23071, Jaén, Spain.
Scientific reports
|July 24, 2025
概括
患有高数学焦虑症 (MA) 的人会负面处理与数学相关的图像,将其视为威胁和刺激. 这种情绪反应类似于观看不愉快的场景,突出了MA对认知和情绪处理的影响.
科学领域:
- 心理学 心理学 心理学
- 认知神经科学 认知神经科学
背景情况:
- 数学焦虑 (MA) 是影响学业成绩和情绪健康的一个普遍问题.
- 与数学相关的视觉刺激的情感影响尚未完全理解.
研究的目的:
- 研究高与低数学焦虑的个体对数学相关图像的情感处理.
- 为了在不同组之间比较数学相关的愉快,中性和不愉快图像的价值,兴奋和主导等级.
主要方法:
- 具有低和高数学焦虑 (MA) 的参与者对各种图像 (与数学相关,愉快,中性,不愉快) 评价了价值,兴奋和主导性.
- 统计分析对不同图像类别的组评分进行了比较.
主要成果:
- 高MA组与中性图像相比,对与数学相关的图片的价值和支配性较低,兴奋程度更高.
- 高MA组的数学相关图像与不愉快的图像 (例如,污染环境) 相似地处理.
- 高和低MA组之间的显著差异仅在与数学相关的图片中观察到,高MA个体显示出较低的价值/主导和更高的兴奋.
结论:
- 与数学相关的图片可以作为数学焦虑症患者的情绪充满的线索.
- 这些图像激活了防御性动机系统,导致了数学内容的威胁性.
- 了解这种情绪反应对于开发治疗数学焦虑的干预措施至关重要.
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