Meta-analysis of skill-based and therapeutic interventions to address math anxiety

IF 4.3 3区材料科学 Q1 ENGINEERING, ELECTRICAL & ELECTRONIC

ACS Applied Electronic Materials Pub Date : 2023-10-01 DOI:10.1016/j.jsp.2023.101229

Robin S. Codding , Abigail E. Goodridge , Emily Hill , Kourtney R. Kromminga , Reina Chehayeb , Robert J. Volpe , Nicole Scheman

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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 (g_av = −0.51) better than math skill interventions (g_av = −0.32) and math skill interventions improved math achievement (g_av = 0.76) more than therapeutic interventions (g_av = 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.

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基于技能和治疗干预措施解决数学焦虑的Meta分析

本荟萃分析的目的是检验学校治疗和数学技能干预对K-12学生数学焦虑症状和数学成绩的影响。潜在的调节因素包括治疗类型和研究质量。一项系统的搜索产生了17项研究，涉及1786名中小学生。结果表明，治疗性干预比数学技能干预（gav=-0.32）更好地减轻了数学焦虑症状（gav=−0.51），数学技能干预比治疗性干预（gav=0.12）更能提高数学成绩（gav=0.76），干预类型之间的差异在两种结果指标（即成绩和数学焦虑）上都不显著。讨论了这些发现的理论和实践意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

ACS Applied Electronic Materials Multiple-

CiteScore

7.20

自引率

4.30%

发文量

567