Effects of the Math Anxiety of Parents and Teachers on Students

Q4 Psychology
P. Figueira, Tânia Cristina Rocha Silva Gusmão, P. M. Freitas
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引用次数: 0

Abstract

Abstract The aim of the study was to demonstrate a relationship between the math anxiety (MA) of parents and teachers and the MA of children and the effects on the children’s performance in arithmetic. 286 children aged between 7 and 10 years and their parents and mathematics teachers participated in the study. The instruments used were: Math Anxiety Questionnaire; School Performance Test - Arithmetic subtest; Mathematical Anxiety Scale; and Raven’s Colored Progressive Matrices. The results showed that advanced age of the teacher was a predictor of high levels of MA, which influenced the children’s performance in arithmetic. Low parental education was associated with high MA, however, there were no correlations between parents’ and children’s MA. A significant difference was found between the MA mean scores for girls and boys, with the girls presenting higher levels of MA.
家长和教师数学焦虑对学生的影响
摘要本研究旨在探讨家长和教师的数学焦虑与儿童的数学焦虑之间的关系及其对儿童数学成绩的影响。286名年龄在7至10岁之间的儿童及其父母和数学老师参与了这项研究。使用的工具有:数学焦虑问卷;学校成绩测验-算术子测验;数学焦虑量表;和瑞文彩色递进矩阵。结果表明,教师年龄越大,MA水平越高,进而影响儿童的算术成绩。低父母教育程度与高MA相关,但父母与子女的MA之间没有相关性。女生和男生的MA平均得分之间存在显著差异,女生的MA水平更高。
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
Psico-USF
Psico-USF Psychology-Psychology (all)
CiteScore
0.70
自引率
0.00%
发文量
1
审稿时长
36 weeks
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