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时间在他们身边:视觉定时器如何影响初级数学评估中的预期焦虑,表现和任务行为

Quentin Hallez¹, Victoire Vallier¹

¹Unité de Recherche DIPHE "Développement, Individu, Processus, Handicap et Éducation", Institut de Psychologie, University Lumière Lyon 2, 69500 Bron, France.

European journal of investigation in health, psychology and education

|December 24, 2025

概括

视觉计时器有效地减少了数学焦虑,并改善了儿童的任务行为. 虽然数学表现没有变化,但时间计时器有助于最大限度地减少任务之外的行为,特别是那些有ADHD风险的人.

科学领域:

教育心理学教育心理学
儿童发展儿童发展

背景情况:

众所周知,视觉定时器可以降低儿童的焦虑和提高儿童的表现.
以前的研究表明有好处,但互动模式和对非任务行为的影响需要进一步调查.

研究的目的:

为了检查视觉定时器 (Time-Timer) 对7至9岁学生的数学表现,焦虑和任务行为的影响.
探索儿童如何与视觉定时器互动,以及使用是否影响非任务行为.
评估对患有注意力缺陷多动障碍 (ADHD) 风险较高的儿童的影响.

主要方法:

44名儿童在两个条件下完成了计时数学评估:有和没有可见的时间计时器.
反平衡设计被用来比较条件.
测量了焦虑水平,数学表现和任务行为 (不注意,运动不稳定). 康纳斯的问卷评估了ADHD风险.

主要成果:

视觉定时器在数学评估前显著减少了预期性焦虑.
两种条件之间没有发现数学表现的显著差异.
时间定时器条件导致注意力不集中和运动不稳定行为的显著减少,特别是在患ADHD风险较高的儿童中.
与时间计时器的接触在参与者之间差异很大.

结论:

视觉定时器有助于减少焦虑和促进定时评估期间的任务行为.
这项研究强调,需要考虑儿童如何与视觉定时器互动的个体差异.
研究结果支持使用视觉定时器作为一种工具,以支持儿童在学术任务期间的专注和情绪调节.

关键词:

焦虑是一种焦虑.评估评估的评估评估的评估.行为行为行为行为行为.孩子们的孩子们的孩子们的孩子们.视觉定时器是一个视觉定时器.

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