特定领域的工作记忆和情绪调节在数学焦虑-表现关系中的作用 高级小学学生
1Department of Special Education, College of Education, University of Texas at Austin.
Developmental psychology
|September 8, 2025
概括
数学焦虑通过口头反影响了数学表现,特别是在具有强烈口头工作记忆的学生中. 认知重新评估可能会使年轻学生的数学焦虑效应恶化.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 发展心理学 发展心理学
背景情况:
- 数学焦虑是学业成绩的一个重要障碍.
- 了解数学焦虑背后的认知和情绪机制对于开发有效的干预措施至关重要.
- 特定领域的工作记忆和情绪调节是数学焦虑-绩效关系中的潜在调节者.
研究的目的:
- 调查特定领域工作记忆 (口头和数值) 在数学焦虑和计算表现之间的关系中的调解作用.
- 检查情绪调节策略 (认知重新评估和表达式抑制) 对这种关系的缓和效应.
- 在初中高年级 (3-5年级) 的学生中探索这些动态.
主要方法:
- 一个由264名小学高年级学生组成的样本完成了对数学焦虑 (测试和学习),口头和数值工作记忆,认知重新评估,表达抑制,一般焦虑,数学自我有效性和计算技能的评估.
- 进行调解和调节分析来测试拟议的关系.
主要成果:
- 语言工作记忆,而不是数字工作记忆,介绍了数学测试焦虑和计算性能之间的联系.
- 提高口头工作记忆强化了数学测试和学习焦虑对计算的负面影响.
- 增加的认知重新评估加剧了数学测试对计算焦虑的不良影响.
结论:
- 数学焦虑似乎通过口头反和信息处理损害了计算能力,特别是在口头工作记忆能力高的学生中.
- 认知重新评估,虽然通常是适应性的,但矛盾的是,它可能会增加年轻学生发展情绪调节和基础数学技能的认知负载,从而加剧在评估期间的数学焦虑.
- 这些发现强调了在数学焦虑的背景下,认知能力,情绪调节和数学表现之间的复杂相互作用.
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