摘要 数学焦虑对学业成绩有显著的负向效应,它已经成为学生学习数学心理障碍的主要表现形式之一.基于2017年陕西和2018年台湾农村地区230所寄宿制小学四、五、六年级横截面数据,运用多元回归方法,验证了数学焦虑程度对学业成绩负向影响,分析了学生家庭背景和父母参与对学生数学焦虑的影响,并探索了数学焦虑影响因素的区域差异性.研究发现:首先,学生家庭背景、父母参与对数学焦虑有显著负向影响,并在陕西和台湾呈现出区域差异性;其次,寄宿显著影响数学焦虑,但在陕西和台湾呈现出区域差异性,并且数学焦虑呈现出较大性别差异性.未来的政策重点是,加大对学生生活老师的政策支持,学校加强对寄宿生数学焦虑的关注力度,老师更加注重缓解女生的数学焦虑,同时引导父母正确认识父母参与对孩子学习生活的积极性. Studies have shown that mathematics anxiety has a significantly negative effect on academic performance,and it has become one of the main forms of students’psychological barriers in learning mathematics.based on cross-sectional data of 230 boarding primary schools in rural areas of Shaanxi province and Taiwan province in 2017 and 2018,this paper uses multiple regression methods to verify the negative impact of mathematics anxiety on academic performance and analyzes the influence of family background and parents’participation on students’mathematics anxiety.In addition,the paper explores the regional differences of the factors affecting mathematics anxiety.The study’s findings include the following:First,the family background and parental involvement of students have a significantly negative impact on mathematics anxiety and show regional differences in Shaanxi and Taiwan provinces.Second,boarding significantly affects mathematics anxiety,but it shows regional differences in Shaanxi and Taiwan.In addition,mathematics anxiety exhibits a large gender difference.Implications of these findings suggest that future policies should focus on increasing policy support for students’teachers,schools should strengthen their attention to boarding students’math anxiety,teachers should pay more attention to alleviating girls’mathematics anxiety,and parents should be guided to correctly understand their participation in their children’s learning and life.
出处 《数学教育学报》 北大核心 2021年第2期14-19,共6页 Journal of Mathematics Education
基金 高等学校学科创新引智资助计划——西部贫困地区农村人力资本培育智库建设创新引智基地(B16031) 中央高校基本科研业务费专项资金资助项目——家庭背景、父母参与对数学焦虑的影响——基于大陆西北和台湾农村地区的实证对比分析(2019CSWY018) 中央高校基本科研业务费专项资金资助项目——计算机辅助学习对农村地区学生人力资本提升的影响研究(2017CBY017)。
分类号 G622 [文化科学—教育学]
