Math self-efficacy, not emotional self-efficacy, mediates the math anxiety-performance relationship in undergraduate students
Math self-efficacy, not emotional self-efficacy, mediates the math anxiety-performance relationship in undergraduate students
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数学自我效能感，而非情绪自我效能感，调节本科生数学焦虑与表现的关系
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
M. Jameson
中科院分区：
文献类型：
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作者：
James J Palestro;M. Jameson
效能感与焦虑、焦虑和数学成绩之间存在明显的负相关关系。然而，效能感是特定于领域和任务的，所以特定类型的效能感在焦虑-表现关系中所起的作用不太清楚。情绪自我效能感在儿童中调节这种关系，但研究还没有检查它与数学焦虑和表现之间的关系，在情绪调节更发达的本科生中。此外，了解自我效能感在不同任务中的作用(即数学效能感与情绪调节的效能感)对于理解数学焦虑以及如何对数学焦虑个体进行干预非常重要。因此，本研究的目的是通过间接效应分析来探讨数学自我效能感和情绪自我效能感对大学生的调节和/或中介作用。美国中西部一所中等规模州立大学的115名学生完成了情绪自我效能感、数学自我效能感和数学焦虑的自我报告，然后完成了数学成绩的标准化测量。间接效应分析结果表明，数学自我效能感对焦虑-成绩关系有间接影响，而情绪自我效能感对数学焦虑-成绩关系没有间接或调节作用。
A clear inverse relationship exists between efficacy and anxiety and anxiety and performance in mathematics. However, efficacy is domain- and task-specific, so the role that specific types of efficacy play in the anxiety-performance relationship is less clear. Emotional self-efficacy moderates this relationship in children, but research has not yet examined its role with math anxiety and performance in undergraduate students who have more developed emotional regulation. Further, understanding the role of self-efficacy for different tasks (i.e., efficacy for math versus for emotion regulation) is important to understanding math anxiety and how to intervene for math anxious individuals. Therefore, the purpose of the current study was to explore the moderating and/or mediating role of both math self-efficacy and emotional self-efficacy in undergraduate students using indirect effects analyses. One hundred and fifteen students at a mid-sized state university in the Midwest United States completed self-report measures of emotional self-efficacy, math self-efficacy, and math anxiety before completing a standardized measure of math performance. Results of indirect effects analyses determined that math self-efficacy had an indirect effect on the anxiety-performance relationship while emotional self-efficacy had neither indirect nor moderating effects on the math anxiety-performance relationship.