工作实例缓和了新冠肺炎大流行期间数学学习焦虑对儿童数学学习和参与的影响。

IF 5.6 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Almaz Mesghina, Elayne Vollman, Kelly Trezise, L. Richland
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引用次数: 0

摘要

我们调查了是否可以使用实例来减轻数学学习者的认知负荷,这些学习者可能因经历焦虑或过度压力而减少了可用的认知资源。在两天的时间里,280名五年级学生从一堂困难的课中按比例学习,其中一半的学生在教学过程中复习了关键问题解决机会的样例。我们还测量了学生在学习过程中的两个担忧来源:数学焦虑和对疫情期间学习的担忧。除了对学习的影响外,我们还探讨了工作实例和担忧的注意力和情感影响。结果表明,数学焦虑(而不是疫情学习焦虑)对课程中的程序性和概念性学习产生了负面预测。根据先前的研究和认知负荷理论,数学焦虑也预测了在测试过程中更大的走神和在学习过程中更低的情境兴趣。至关重要的是,在学习过程中复习实例减轻了这些对学习和参与的影响。与流行病相关的学习担忧与学习结果无关,但确实可以预测情感和动机结果。讨论了教育意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Worked examples moderate the effect of math learning anxiety on children’s math learning and engagement during the COVID-19 pandemic.
We investigated whether worked examples could be used to reduce cognitive load on mathematics learners who may have reduced available cognitive resources due to experiencing anxiety or excess stress. Across 2 days, 280 fifth-grade students learned from a difficult lesson on ratio, half of whom reviewed worked examples at key problem-solving opportunities during instruction. We also measured two sources of students' worry during learning: math anxiety and worries about learning during the pandemic. We explored the attentional and affective effects of worked examples and worries in addition to their effects on learning. Results suggest that math anxiety, but not pandemic learning worries, negatively predicted procedural and conceptual learning from the lesson. In line with previous research and cognitive load theory, math anxiety also predicted greater mind wandering during testing and lower situational interest during learning. Critically, reviewing worked examples during learning mitigated these effects on learning and engagement. Pandemic-related learning worries were unrelated to learning outcomes but did predict affective and motivational outcomes. Educational implications are discussed.
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来源期刊
Journal of Educational Psychology
Journal of Educational Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
11.40
自引率
2.00%
发文量
143
期刊介绍: The main purpose of the Journal of Educational Psychology® is to publish original, primary psychological research pertaining to education across all ages and educational levels. A secondary purpose of the Journal is the occasional publication of exceptionally important theoretical and review articles that are pertinent to educational psychology. Please note, the Journal does not typically publish reliability and validity studies of specific tests or assessment instruments.
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