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揭露西班牙对数学教学的焦虑:对MAST15和MTAS19仪器进行心理测量研究
Rachid Berd-Gómez1, Ana María González-Martín1, Flavia H Santos2
1Atlántico Medio University, Faculty of Education, Spain.
Acta psychologica
|February 3, 2026
概括
教师的数学焦虑显著影响教学和学生的成功. 经过验证的尺度 (MAST15,MTAS19) 显示,西班牙语教师的数学焦虑与一般焦虑有关,相反,与西班牙语教师的自我效能有关.
科学领域:
- 教育心理学教育心理学
- 心理测量 心理测量 心理测量
背景情况:
- 教师的数学焦虑会影响教学质量和学生的成绩.
- 由于缺乏选工具,对影响数学教学焦虑的因素的研究有限.
研究的目的:
- 适应和验证欧洲西班牙语的教师数学焦虑量表 (MAST15) 和数学教学焦虑量表 (MTAS19).
- 在西班牙语教师中检查这些尺度的结构性,收性和外部有效性.
- 调查性别,学校环境,自我效能和普遍焦虑对数学教学焦虑的影响.
主要方法:
- 使用确认因素分析和可靠性测试来评估尺度的有效性和内部结构.
- 两个专门的工具,MAST15和MTAS19,被调整并管理到西班牙小学和中学教师.
- 探索性分析检查了与数学焦虑有关的人口和心理变量.
主要成果:
- MAST15证实了一个双因素模型 (一般数学焦虑,教学数学焦虑).
- MTAS19显示在两个维度 (学生指导,自我指导的教学焦虑) 中适应.
- 数学焦虑与一般性焦虑正相关,与数学自我效能负相关;教学经验减少了自我导向焦虑.
结论:
- 适应的MAST15和MTAS19尺度可靠且有效地评估西班牙教师的数学焦虑.
- 数学焦虑与一般性焦虑有关,与自我有效性相反,经验可能会减轻焦虑.
- 这些发现支持跨文化研究,并为减少教育工作者的数学焦虑提供有针对性的干预措施的信息.
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