Math Self-Assessment, but Not Negative Feelings, Predicts Mathematics Performance of Elementary School Children

Q1 Social Sciences

Child development research Pub Date : 2012-10-10 DOI:10.1155/2012/982672

V. Haase, Pedro Pinheiro-Chagas, Guilherme Maia de Oliveira Wood

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引用次数: 39

Abstract

Mathematics anxiety has been associated to performance in school mathematics. The association between math anxiety and psychosocial competencies as well as their specific contribution to explain school mathematics performance are still unclear. In the present study, the impact of sociodemographic factors, psychosocial competencies, and math anxiety on mathematics and spelling performance was examined in school children with and without mathematics difficulties. The specific contributions of psychosocial competencies (i.e., general anxiety and attentional deficits with hyperactivity) and math anxiety (i.e., selfassessment in mathematics) to school mathematics performance were found to be statistically independent from each other. Moreover, psychosocial competencies—but not math anxiety—were related also to spelling performance. These results suggest that psychosocial competencies are more related to general mechanisms of emotional regulation and emotional response towards academic performance, while mathematics anxiety is related to the specific cognitive aspect of self-assessment in mathematics.

查看原文本刊更多论文

数学自我评价对小学生数学成绩的影响大于消极情绪

数学焦虑与学校数学成绩有关。数学焦虑和社会心理能力之间的联系，以及它们对解释学校数学表现的具体贡献，目前还不清楚。本研究考察了社会人口学因素、社会心理能力和数学焦虑对有和无数学困难学龄儿童数学和拼写成绩的影响。社会心理能力(即一般焦虑和多动症的注意缺陷)和数学焦虑(即数学自我评估)对学校数学成绩的具体贡献被发现在统计上是相互独立的。此外，社会心理能力——而不是数学焦虑——也与拼写表现有关。这些结果表明，心理社会能力更多地与情绪调节的一般机制和对学业成绩的情绪反应有关，而数学焦虑则与数学自我评估的特定认知方面有关。

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

Child development research Social Sciences-Linguistics and Language

CiteScore

2.00

自引率

0.00%

发文量

期刊介绍： Child Development Research is a peer-reviewed, Open Access journal that publishes original research articles as well as review articles in all areas of child development research.