Strategies for remediating the impact of math anxiety on high school math performance.

IF 3.6 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Rachel G Pizzie, David J M Kraemer
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Abstract

Students with math anxiety experience excessive levels of negative emotion, including intrusive and distracting thoughts, when attempting to learn about math or complete a math assignment. Consequently, math anxiety is associated with maladaptive study skills, such as avoidance of homework and test preparation, creating significant impediments for students to fulfill their potential in math classes. To combat the impact of math anxiety on academic performance, we introduced two classroom-based interventions across two samples of high school math students: one intervention focused on emotion regulation (ER) using cognitive reappraisal, a technique for reframing an anxious situation, and the other intervention encouraged students to improve their study habits. The Study Skills (SS) intervention was associated with increased grades for highly anxious students during the intervention period, whereas the ER intervention was less efficacious in countering anxiety-related decreases in grade performance. The SS intervention encouraged highly math-anxious students to incorporate self-testing and overcome avoidant behaviors, increasing academic performance and ameliorating performance deficits associated with increased anxiety that were observed in both groups prior to intervention, and that persisted in the ER group. Notably, the benefits observed for the SS group extended to the post-intervention quarter, indicating the potential lasting effects of this intervention. These results support the hypothesis that using better study strategies and encouraging more frequent engagement with math resources would help highly-anxious students habituate to their math anxiety and ameliorate the negative effects of anxiety on performance, ultimately increasing their math comprehension and academic achievement.

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修正数学焦虑对高中数学成绩影响的策略。
有数学焦虑症的学生在试图学习数学或完成数学作业时,会经历过多的负面情绪,包括侵入性和分散注意力的想法。因此,数学焦虑与不适应的学习技能有关,如逃避家庭作业和备考,这对学生在数学课上发挥潜力造成了重大障碍。为了对抗数学焦虑对学习成绩的影响,我们在两个高中数学学生样本中引入了两种基于课堂的干预措施:一种干预措施侧重于使用认知重新评估的情绪调节(ER),这是一种重塑焦虑状况的技术,另一种干预鼓励学生改善学习习惯。在干预期间,学习技能(SS)干预与高度焦虑学生的成绩提高有关,而ER干预在对抗与焦虑相关的成绩下降方面效果较差。SS干预鼓励高度数学焦虑的学生进行自我测试,克服回避型行为,提高学习成绩,改善与焦虑增加相关的成绩缺陷,这在干预前两组都观察到,并且在ER组中持续存在。值得注意的是,观察到的SS组的益处延伸到干预后的季度,表明这种干预的潜在持久影响。这些结果支持了这样一种假设,即使用更好的学习策略和鼓励更频繁地使用数学资源,将有助于高度焦虑的学生适应他们的数学焦虑,并减轻焦虑对成绩的负面影响,最终提高他们的数学理解和学业成绩。
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
5.40
自引率
7.10%
发文量
29
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