A multidimensional examination of math anxiety and engagement on math achievement
A multidimensional examination of math anxiety and engagement on math achievement
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数学焦虑和数学成绩参与度的多维检查
DOI：
10.1111/bjep.12482
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发表时间：
2021
影响因子：
3.7
通讯作者：
Wang, Zhe
中科院分区：
文献类型：
--
作者：
Quintero, Michaela;Hasty, Leslie;Li, Tianyu;Song, Seowon;Wang, Zhe
背景数学焦虑 (MA) 和数学成绩通常呈负相关。目的本研究调查了课堂参与行为是否以及如何介导 MA 和数学成绩之间的负相关。样本数据来自一项正在进行的纵向研究，该研究考察了情感因素在数学学习中的作用。参与者包括 207 名 4 至 6 年级的学生（50% 为女性）。 方法 使用儿童数学焦虑量表通过自我报告来测量数学焦虑（Chiu & Henry, 1990,Measurement andvaluation in Counseling and Development, 23, 121）。学生使用数学和科学参与量表的修改版自我报告他们在数学课堂上的参与情况（Wang 等人，2016，学习和教学，43, 16）。数学成绩使用 Woodcock-Johnson IV 成就测试中的应用问题、计算和数字矩阵子测试进行评估（Schrank 等人，2014，Woodcock-Johnson IV 成就测试。Riverside）。我们进行了中介分析，以检验课堂参与度在 MA 与数学成绩之间的关系中的中介作用。结果与 MA 较低的学生相比，MA 较高的学生表现出较低的认知行为和情感参与度。不同MA水平的学生之间的成绩差异在一定程度上是由他们在数学课堂上的认知行为参与造成的。结论总体而言，MA水平高的学生在日常学习中表现出回避模式，这可能是解释为什么MA水平高的学生表现不佳的同龄人的潜在机制。
BackgroundMath anxiety (MA) and math achievement are generally negatively associated.AimsThis study investigated whether and how classroom engagement behaviors mediate the negative association between MA and math achievement.SampleData were drawn from an ongoing longitudinal study that examines the roles of affective factors in math learning. Participants consisted of 207 students from 4th through 6th grade (50% female).MethodsMath anxiety was measured by self‐report using the Mathematics Anxiety Scale for Children (Chiu & Henry, 1990,Measurement and valuation in Counseling and Development, 23, 121). Students self‐reported their engagement in math classrooms using a modified version of the Math and Science Engagement Scale (Wang et al., 2016,Learning and Instruction, 43, 16). Math achievement was assessed using the Applied Problem, Calculations, and Number Matrices subtests from the Woodcock‐Johnson IV Tests of Achievement (Schrank et al., 2014,Woodcock‐Johnson IV Tests of Achievement. Riverside). Mediation analyses were conducted to examine the mediating role of classroom engagement in the association between MA and math achievement.ResultsStudents with higher MA demonstrated less cognitive‐behavioral and emotional engagement compared to students with lower MA. Achievement differences among students with various levels of MA were partly accounted for by their cognitive‐behavioral engagement in the math classroom.ConclusionsOverall, students with high MA exhibit avoidance patterns in everyday learning, which may act as a potential mechanism for explaining why high MA students underperform their low MA peers.