“Math Gives Me a Tummy Ache!” Mathematics Anxiety in Kindergarten
“Math Gives Me a Tummy Ache!” Mathematics Anxiety in Kindergarten
复制标题
“幼儿园的数学让我肚子疼！”
DOI：
10.1080/00220973.2019.1680518
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
P. Mantzicopoulos
中科院分区：
文献类型：
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作者：
Yaheng Lu;Qian Li;H. Patrick;P. Mantzicopoulos
摘要我们报道了幼儿数学焦虑量表(YCMAX)的编制和效度，YCMAX是一种适合于幼儿园学生的发展性数学焦虑测量工具。我们对公立学校幼儿园教师(N = 355)进行了YCMAX测试，并对其结构进行了因素分析。一个双因素的解决方案(焦虑和躯体化)最符合数据。焦虑和躯体化得分较高的孩子数学成绩较低，报告称他们的数学能力较差，不太喜欢数学，老师认为他们对学习数学不感兴趣，需要更多支持。此外，我们使用三个开放式问题记录了孩子们在数学测试中的经历。超过一半的孩子(n = 216，61%)对他们的数学测试发表了评论，包括测试程序、测试内容和测试结果。与那些对数学考试持积极态度的孩子相比，对数学考试持负面态度的孩子表现出更多的担忧，尤其是更多的躯体化。结果表明，YCMAX量表具有较好的内部一致性和结构效度，支持了该工具在初一学生数学焦虑研究中的实用性。
Abstract We report on the construction and validation of the Young Children’s Math Anxiety Scale (YCMAX), a developmentally appropriate measure of math anxiety intended for kindergarten students. We administered the YCMAX to a sample of public school kindergarteners (N = 355) and conducted factor analyses to examine its structure. A two-factor solution (Worry and Somatization) best fit the data. Children with higher, compared to lower, Worry and Somatization scores had lower math achievement, reported feeling less competent at math, liked math less, and were evaluated by their teachers as less interested in and needing more support for learning math. In addition, we documented children’s experiences with math tests using three open-ended questions. More than half of the children (n = 216, 61%) commented on their math tests, including test procedures, test content, and test results. Children who felt negatively about math tests expressed more worry and, particularly, more somatization compared to those with positive feelings about math tests. The results indicated that the YCMAX scores were internally consistent and demonstrated construct validity, thus supporting the instrument’s utility for research on math anxiety in the early grades.