The relationship between trait- and state-math anxiety and math engagement: The role of math learning context and task difficulty

IF 3.6 2区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Siwen Guo, Shanhui Liao
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引用次数: 0

Abstract

Background

Various findings regarding the relationship between math anxiety and engagement have been identified in the literature, with many focusing on general math anxiety and overall math engagement.

Objectives

Based on the control-value theory, this study examined the relationships between trait- and state-math anxiety and behavioural and cognitive engagement in math under daily practice and exam preparation conditions across math tasks of varying difficulty levels.

Methods

A survey study with 449 high school students and an experimental study with 33 freshmen were conducted. Students' trait- and state-math anxiety, as well as behavioural and cognitive engagement in math, were measured under daily practice and exam preparation conditions across easy and difficult math tasks.

Results

A two-level latent variable model was built in the survey study, and two-way ANOVAs and regressions were used in the experimental study. Students exhibited greater state anxiety under exam preparation conditions in the survey study and showed differences in state-math anxiety and engagement across learning contexts and math tasks in the experimental study. Students with higher trait-math anxiety displayed less engagement in both studies, while those with higher state-math anxiety when facing difficult tasks tended to engage more cognitively in the experiment.

Conclusions

These findings demonstrated discrepancies in the relationships between trait- and state-math anxiety and math engagement, while accounting for learning context and task difficulty.

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数学特质焦虑和状态焦虑与数学投入的关系:数学学习情境和任务难度的作用。
背景:文献中已经发现了关于数学焦虑和数学投入之间关系的各种发现,其中许多研究集中在一般数学焦虑和整体数学投入上。目的:基于控制价值理论,研究了在不同难度数学任务的日常练习和备考条件下,数学特质焦虑和状态焦虑与数学行为和认知投入之间的关系。方法:对449名高中生进行调查研究,对33名新生进行实验研究。在日常练习和考试准备条件下,通过简单和困难的数学任务,测量了学生的特征和状态数学焦虑,以及数学行为和认知参与。结果:调查研究建立两水平潜变量模型,实验研究采用双因素方差分析和回归分析。在调查研究中,学生在备考条件下表现出更大的状态焦虑,在实验研究中,学生在不同的学习情境和数学任务中表现出状态-数学焦虑和投入的差异。在两项研究中,具有较高数学特质焦虑的学生表现出较少的投入,而那些在面对困难任务时具有较高状态数学焦虑的学生则倾向于在实验中投入更多的认知。结论:这些发现证明了数学特质焦虑和状态焦虑与数学投入之间的关系存在差异,同时考虑了学习环境和任务难度。
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
CiteScore
7.70
自引率
2.70%
发文量
82
期刊介绍: The British Journal of Educational Psychology publishes original psychological research pertaining to education across all ages and educational levels including: - cognition - learning - motivation - literacy - numeracy and language - behaviour - social-emotional development - developmental difficulties linked to educational psychology or the psychology of education
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