不仅仅是焦虑:数学态度是大学选择的关键驱动力
Maristella Lunardon1,2, Christina Artemenko1,3, Serena Rossi4
1Department of Psychology, University of Tuebingen, Tuebingen, Germany.
Annals of the New York Academy of Sciences
|September 20, 2025
概括
数学态度,不仅仅是数学焦虑,显著影响学生的学习计划选择. 了解这些个人资料对于指导学术和职业决策至关重要,特别是对于STEM领域的女性来说.
科学领域:
- 心理学 心理学 心理学
- 教育心理学教育心理学
- 社会学 社会学 社会学
背景情况:
- 数学焦虑影响学业成绩和职业道路,经常阻止学生从数学密集型领域学习.
- 诸如一般性焦虑,神经症和数学态度 (自我概念,自我效能) 等因素与数学焦虑有关,但研究较少.
- 了解这些相互关联的因素对于解决教育和职业选择至关重要.
研究的目的:
- 检查数学焦虑和态度的不同概况如何影响学生选择不同数学强度的学习计划.
- 根据焦虑和态度的组合,识别出不同的学生个人资料.
- 调查这些个人资料对节目选择和性别分配的影响.
主要方法:
- 隐藏的个人资料分析被用来识别不同的学生群体.
- 这项研究包括了837名德国大学生,这些学生参加了数学强度低,中,高的课程.
- 数据分析了数学焦虑,一般焦虑,考试焦虑和数学态度的组合.
主要成果:
- 结果发现了七个不同的个人资料,其特点是焦虑和数学态度的不同组合.
- 这些个人资料在学习课程中的分布和数学对课程选择的影响上有所不同.
- 数学态度,而不是仅仅是数学焦虑,与学习选择更强烈相关.
- 性别分布不同,女性在显示较低数学态度的个人资料中代表性过高.
结论:
- 数学态度在学生的学术和职业选择中比数学焦虑发挥更重要的作用.
- 识别不同焦虑和态度的特征对于有效的学生指导至关重要.
- 干预措施应考虑数学焦虑和数学态度,特别是解决数学相关领域的性别差异.
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