人口变量对数学自尊,考试焦虑和青少年成绩的影响:贝叶斯贝塔回归分析
Ngozi M Nwoye1, Moeketsi Mosia2, Felix O Egara2
1University of Nigeria, Nsukka, Nigeria.
Frontiers in psychology
|February 20, 2026
概括
青少年的数学成绩与自尊和考试焦虑有关. 年龄,性别和地理位置等人口因素也起着作用,影响这些心理变量和学业表现.
科学领域:
- 教育心理学教育心理学
- 青少年发展 青少年发展
- 数学教育教育 数学教育
背景情况:
- 数学成绩受到认知能力,心理因素 (自尊,考试焦虑) 和人口统计学变量的影响.
- 有限的研究已经探索了这些因素在各种教育环境中的相互作用.
- 这项研究侧重于尼日利亚青少年,以了解这些动态.
研究的目的:
- 检查数学自尊和测试焦虑在青少年数学成绩之间的预测关系.
- 研究人口统计学变量 (性别,年龄,学校位置) 对这些关系的温和影响.
主要方法:
- 在尼日利亚,对329名中学生进行了横截面研究.
- 经过验证的仪器被用来衡量数学自尊,考试焦虑和成绩.
- 用贝叶斯β回归分析来探索复杂的关系.
主要成果:
- 数学自尊心积极预测成绩;测试焦虑对表现产生负面影响.
- 人口因素显示出显著的相互作用:年长的男性自尊心较低,农村学生焦虑程度较高,但成绩也更高.
- 性别,年龄和地理位置解释了自尊和成就的额外差异.
结论:
- 心理和人口因素在形成数学成绩方面显著相互作用.
- 干预措施应侧重于提高自尊和减少考试焦虑,以实现公平的学习.
- 需要特定的背景策略来支持青少年的性和数学成功.
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