数学焦虑及其与算术流性和数字处理的关系:芬兰,芬兰-瑞典和瑞典四年级学生的证据
Pinja Tähti1,2, Jonatan Finell3, Anna Tapola4
1Special and Inclusive Education, University of Oulu, Oulu, Finland.
Scandinavian journal of psychology
|November 13, 2025
概括
数学焦虑会对四年级学生的数学表现产生负面影响. 这项研究发现芬兰和瑞典的数学焦虑程度以及其与算术流性和数字处理相关的文化和性别差异.
科学领域:
- 教育心理学教育心理学
- 跨文化心理学 跨文化心理学
- 发展心理学 发展心理学
背景情况:
- 数学焦虑和数学表现之间的关系得到了充分证实,但受到各种因素的影响.
- 以前对小学学生的研究表明,关于数学焦虑和表现的研究结果不一致.
- 诸如操作化,数学领域,性别和文化等因素需要综合调查.
研究的目的:
- 检查四年级学生的数学焦虑和数学表现 (算术流,数处理) 之间的关系.
- 在不同的文化背景下调查数学焦虑 (认知和情感) 的维度.
- 探索数学焦虑水平的性别差异及其与数学表现的关联.
主要方法:
- 调查了来自芬兰和瑞典的1022名四年级学生 (芬兰语和瑞典语).
- 评估数学焦虑和数学表现 (算术流,数处理).
- 利用确认因素分析来检查数学焦虑的结构.
主要成果:
- 对于芬兰语学生来说,支持一个二维的数学焦虑构造;对于瑞典语学生来说,支持一个一维的构造.
- 在所有样本中都观察到数学焦虑和数学表现之间的负面关系.
- 女孩报告说,数学焦虑更高,而男孩则表现出更好的算术流性. 焦虑与绩效的联系在男孩中更为强烈,特别是在数字处理方面.
结论:
- 数学焦虑与四年级学生的算术流性和数字处理在不同文化背景下有负面关系.
- 文化 (语言) 和性别差异显著缓解了数学焦虑和数学表现之间的关系.
- 需要进一步的研究来理解这些复杂的相互作用在不同的学生群体.
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