数字学习资源的可访问性如何影响高中数学学习焦虑 - - 基于PISA 2022的经验分析
Cunkuan Wang1, Guizhen Yang1, Haoran Cui2
1School of Education Science, Ningbo University, Ningbo, China.
Frontiers in psychology
|December 1, 2025
概括
高质量的数字资源以及学生如何使用它们可以减少数学焦虑. 教师的支持和学校的归属进一步有助于减轻学生的数学学习焦虑.
科学领域:
- 教育心理学教育心理学
- 数字学习环境 数字学习环境
- 数学教育教育 数学教育
背景情况:
- 数学学习焦虑是学生成功和幸福的重要障碍.
- 数字学习环境为管理数学焦虑提供了机会和挑战.
研究的目的:
- 研究数字学习资源特征 (质量,使用频率,使用方式) 与数学学习焦虑之间的关系.
- 检查教师支持和学校归属感在这种关系中的调节作用.
主要方法:
- 利用来自高中学生的大规模PISA 2022调查数据.
- 采用线性回归和调节分析来评估关联和相互作用.
主要成果:
- 更高的质量和使用数字资源的特定方式与较低的数学焦虑有关.
- 数字资源的使用频率并没有显著影响数学焦虑.
- 教师支持调节了所有数字资源维度的影响;学校属性调节了使用质量和方式.
结论:
- 优先考虑高质量的数字资源和适当的使用是减少数学焦虑的关键.
- 强有力的教师支持和学校归属感是关键的保护因素.
- 未来的研究应该在纵向或实验上探索这些动态.
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