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状态数学焦虑的动态因范式和算术过程中的时间而异
Xinru Yao1,2, Julia F Huber3, Zixu Li4
1Department of Psychology, University of Tuebingen, Tuebingen, Germany. xinru.yao.tuebingen@gmail.com.
NPJ science of learning
|January 20, 2026
概括
国家数学焦虑,受特征数学焦虑和任务类型的影响,在算术任务期间和之后减少. 高特征数学焦虑与较慢的复杂算术表现相关.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 神经科学是一个神经科学.
背景情况:
- 数学焦虑会对学业表现产生负面影响.
- 状态 (情境) 和特征 (处置) 数学焦虑,任务特征和表现之间的相互作用尚未完全理解.
研究的目的:
- 调查状态数学焦虑如何受到特征数学焦虑,任务范式 (生产与决策) 和时间动态的影响.
- 检查特征数学焦虑和算术表现之间的关系,特别是焦虑复杂性效应.
主要方法:
- 参与者在不同的范式 (生产和决策) 下完成了算术任务.
- 在任务完成期间和之后,在不同时间点测量了状态数学焦虑水平.
- 评估了特征数学焦虑,并记录了算术表现 (速度和准确性).
主要成果:
- 生产范式比决策范式引发了更高的状态数学焦虑,特别是在具有高特征数学焦虑的个体中.
- 国家数学焦虑在算术任务期间表现为习惯性,并在任务后得到缓解.
- 焦虑复杂性效应得到证实:较高的特征数学焦虑与涉及运行或借用操作的复杂算术问题的表现较慢有关.
结论:
- 国家数学焦虑取决于情况,根据任务范式和个体特征数学焦虑水平而有所不同.
- 了解这些动态对于开发有针对性的干预措施来减少数学焦虑和提高学习成果至关重要.
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