摘要
在数字认知领域,大量研究已经证实了数学焦虑对数学表现的负面影响.现有的理论从工作记忆的角度解释了两者之间的关系.研究招募1026名学生完成数学焦虑、认知反思和数学表现相关测验.结果发现:学生在认知反思、数学焦虑和数学表现方面存在性别差异;仅在理科学生中数学焦虑通过认知反思预测数学表现;进一步的分析显示,这种间接效应只存在于理科女生中,而不是所有的理科学生.教学实践中可以考虑通过认知反思训练来提高STEM相关学科女生的数学表现.
In the field of numerical cognition,a large number of studies have confirmed the negative impact of math anxiety on mathematical performance.Existing theories explain the relationship between these two variables from the perspective of working memory.The study recruited 1026 students to complete tests related to math anxiety,cognitive reflection,and math performance.The results found that there are gender differences in cognitive reflection,mathematical anxiety and mathematical performance among students.Math anxiety predicts performance through cognitive reflection only among the students majoring in science.Further analysis revealed that this indirect effect is only present among female students majoring in science,not all science-learning students.The findings of this study are helpful to improve the mathematical performance of female students who study STEM-related subjects through cognitive reflection training in teaching practical education.
作者
司继伟
黄碧娟
刘晓宇
张傲雪
张明亮
胡冬梅
SI Ji-wei;HUANG Bi-juan;LIU Xiao-yu;ZHANG Ao-xue;ZHANG Ming-liang;HU Dong-mei(School of Psychology,Shandong Normal University,Shandong Jinan 250358,China;Shandong Administrative Institute,Shandong Jinan 250014,China)
出处
《数学教育学报》
北大核心
2023年第4期13-20,共8页
Journal of Mathematics Education
基金
国家自然基金面上项目——儿童数学焦虑变化的个体—环境交互作用:基因—脑—行为研究(31971010)
教育部人文社科一般规划项目——儿童数学焦虑的认知根源及与数学表现的双向关系:行为与脑研究(18YJA190014)。
关键词
数学焦虑
数学表现
认知反思
专业
性别
mathematics anxiety
mathematical performance
cognitive reflection
major
gender
