数学焦虑与跳过问题和犯错后更少寻求帮助的行为有关

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-03-27 DOI:10.1016/j.lindif.2025.102681

Yurou Wang , Jihong Zhang , Macarena Suárez Pellicioni

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引用次数: 0

摘要

数学焦虑是STEM参与和成功的重大障碍。本研究探讨数学焦虑和自主支持对学生错误后解决问题行为的影响。111名参与者参加了本研究。通过将参与者随机分配到选择组和不选择组来操纵自主性支持。数学焦虑是用问卷来评估的。在数学题中出错后，参与者有三种选择：跳过问题（回避），寻求提示（寻求帮助），或者自己解决问题（自力更生）。结构方程模型的结果显示，数学焦虑水平越高，越容易跳过问题，出错后寻求帮助的行为也越少。自主性支持对错误后行为无显著影响。这些研究结果表明，高度数学焦虑的成年人在犯错后会回避数学，并强调需要针对这些个体的适应性错误后行为制定干预措施。教育相关性及启示本研究强调数学焦虑对学生犯错后问题解决行为的显著影响。具体来说，它揭示了有高度数学焦虑的人更有可能跳过问题，更不可能寻求帮助，这可能会阻碍他们的学习，并使表现不佳的循环持续下去。这些发现强调了发展教育干预的重要性，鼓励毅力和寻求帮助的行为，帮助学生克服数学焦虑，提高他们的数学技能。这些干预措施最终可以提高学生在STEM领域的参与度和成功程度。

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Math anxiety is associated with skipping problems and less help-seeking behavior after error commission

Math anxiety is a significant barrier to STEM participation and success. This study investigates the influence of math anxiety and autonomy support on students' post-error problem-solving behaviors. 111 participants participated in this study. Autonomy support was manipulated by randomly assigning participants to choice and no-choice group. Math anxiety was assessed using a questionnaire. Participants had three options after making an error in a math task: skipping the problem (avoidance), asking for a hint (help-seeking), or solving the question by oneself (self-reliance). Structural Equation Modeling results revealed that higher levels of math anxiety were associated with increased skipping of problems and decreased help-seeking behaviors after an error. Autonomy support showed no significant effects on post-error behaviors. These findings suggest math avoidance after error commission in high math anxious adults and highlight the need to develop interventions targeting more adaptive post-error behaviors in these individuals.

Education relevance and implications

This study highlights the significant impact of math anxiety on students' problem-solving behaviors after making errors. Specifically, it reveals that individuals with high math anxiety are more likely to skip problems and less likely to seek help, which can hinder their learning and perpetuate a cycle of poor performance. These findings underscore the importance of developing educational interventions that encourage perseverance and help-seeking behaviors, helping students overcome math anxiety and improve their math skills. Such interventions could ultimately enhance students' engagement and success in STEM fields.

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).