越南数学教育中的家庭支持和教师支持:基于PISA 2022的数学焦虑到数学成就的性别途径
1Education & Humanities Institute, University of Wales Trinity Saint David, Kings Rd, Swansea, SA1 8EW, United Kingdom.
Acta psychologica
|February 19, 2026
概括
在越南,社会支持对学生的数学成绩产生了不同的影响. 教师的支持可以直接阻碍成绩,但通过减少数学焦虑来间接帮助,而家庭的支持通过降低焦虑来间接提高成绩.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
背景情况:
- 数学成绩受到各种因素的影响,包括社会支持和焦虑.
- 了解文化背景对于解释这些影响至关重要.
- 在全球范围内,STEM领域的性别差异仍然存在.
研究的目的:
- 调查性别,教师支持,家庭支持和数学焦虑对数学成绩的综合影响.
- 探索数学焦虑在社会支持和成就之间的关系中的调解作用.
- 在越南背景下,研究这些关系中的性别差异.
主要方法:
- 在PISA 2022中利用了来自6068名越南学生的数据的结构方程建模 (SEM).
- 分析了社会支持,数学焦虑,性别和数学成就之间的直接和间接途径.
主要成果:
- 教师支持有双重作用:通过减少数学焦虑,直接的负相关性和间接的正相关性.
- 家庭支持通过降低数学焦虑,间接改善了数学成绩.
- 与女孩相比,男孩报告了更高的教师支持,更低的数学焦虑和更高的数学成绩.
结论:
- 越南的社会支持可以作为压力和保护,因为等级动态.
- 通过突出特定背景的双重机制,研究结果扩展了控制价值和社会支持理论.
- 建议包括促进支持自主性的教学和平衡的家庭参与,以减少STEM中的焦虑和性别差距.
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