数学焦虑如何影响数学成绩? 一项实验性的在线两项研究调查了推动数学焦虑干预的机制
Daniel A Scheibe1, Christopher A Was1, Pooja G Sidney2
1Department of Psychological Sciences, Kent State University.
Journal of experimental psychology. General
|July 28, 2025
概括
表达式写作和数学自我概念干预措施并没有改善数学表现. 数学焦虑在任务中波动,这表明干预可能具有边界条件.
科学领域:
- 心理学 心理学 心理学
- 教育心理学教育心理学
- 认知科学 认知科学
背景情况:
- 数学焦虑 (MA) 与数学表现有中等关系.
- 表达式写作是MA的常见干预措施,但其有效性和更广泛的MA干预策略需要进一步研究.
研究的目的:
- 研究表达式写作和数学自我概念 (MSC) 干预措施对MA-数学表现关系的影响.
- 在数学任务中检查MA状态的波动.
- 探索MA干预的潜在边界条件.
主要方法:
- 进行了两项在线研究 (N=168,N=505).
- 参与者接受了干预措施:表达性写作,MSC启动或控制.
- 状态MA在数学任务期间在五个时间点进行测量.
主要成果:
- 与对照组相比,表达性写作和MSC干预措施都没有改善测试后的数学表现.
- MSC干预可能缓冲了数学任务对MSC的负面影响.
- 在这两项研究中,在五个测量点中,MA水平存在显著差异.
结论:
- 对MA的表达性写作干预可能有特定的边界条件.
- 在数学问题解决过程中,MSC干预可能会缓冲情感因素.
- 数学焦虑可以在短期环境中实验性地操纵.
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