Robin S. Codding , Abigail E. Goodridge , Emily Hill , Kourtney R. Kromminga , Reina Chehayeb , Robert J. Volpe , Nicole Scheman
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引用次数: 0
Abstract
The purpose of this meta-analysis was to examine the impact of school-based therapeutic and math skill interventions on math anxiety symptoms and math achievement among K–12 students. Potential moderators included treatment type and study quality. A systematic search yielded 17 included studies representing 1786 primary and secondary students. The results suggested that therapeutic interventions reduced math anxiety symptoms (gav = −0.51) better than math skill interventions (gav = −0.32) and math skill interventions improved math achievement (gav = 0.76) more than therapeutic interventions (gav = 0.12). Moderator analysis indicated that when accounting for study quality, the differences between intervention type were not significant for either of the outcome measures (i.e., achievement and math anxiety). Theoretical and practical implications of these findings are discussed.
期刊介绍:
The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.