学生数学自我概念、数学焦虑与数学成绩:教师支持的调节作用

International Journal of Education and Development using Information and Communication Technology Pub Date : 2021-03-04 DOI:10.20849/JED.V5I1.866

S. Oda, C. Konishi, T. Oba, Tracy K. Y. Wong, Xiaoxue Kong, Chloe St. Onge-Shank

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引用次数: 3

摘要

本研究探讨了教师工具支持和情感支持在学生数学焦虑/数学自我概念与数学成绩之间的调节作用。参与者包括21,544名15岁的加拿大学生(10,943名女孩)，他们参加了2012年国际学生评估项目。结果表明，工具支持和情感支持与数学成绩呈正相关。工具支持与数学焦虑之间存在显著的调节效应;较高水平的工具支持与较低水平数学焦虑的较高数学成绩相关。情感支持与数学焦虑或数学自我概念没有相互作用。目前的研究结果强调了不仅要考虑个人因素(即数学焦虑和数学自我概念)，还要考虑教师支持在支持数学成绩方面的作用。

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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Students’ Math Self-Concept, Math Anxiety, and Math Achievement: The Moderating Role of Teacher Support

This study explored the moderating roles of teacher instrumental and emotional support on the association between students’ math anxiety/math self-concept and math achievement. Participants included 21,544 Canadian students aged 15 years (10,943 girls) who participated in the 2012 Program for International Student Assessment. Results indicated that instrument support and emotional support were positively associated with math achievement. A significant moderation effect was evident between instrumental support and math anxiety; higher levels of instrumental support were associated with higher math achievement at low levels of math anxiety. Emotional support did not interact with math anxiety or math self-concept. The present findings highlight the importance to consider not only individual factors (i.e., math anxiety and math self-concept) but also the role of teacher support in supporting math achievement.

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来源期刊

International Journal of Education and Development using Information and Communication Technology

自引率

0.00%

发文量

审稿时长

20 weeks