小学低年级儿童的计算流畅性与数学焦虑:基于变量为中心与个体为中心的分析

doi:10.16187/j.cnki.issn1001-4918.2022.01.09

摘要/Abstract

摘要： 为考察计算流畅性对小学低年级儿童数学焦虑的影响及作用机制，对592名小学二年级儿童的计算流畅性、数学学习兴趣、教师支持和数学焦虑进行测查。结果发现：（1）计算流畅性不仅通过数学学习兴趣间接影响数学焦虑，也可通过数学学习兴趣进而通过教师支持间接影响数学焦虑；（2）对计算流畅性和数学学习兴趣得分进行潜剖面分析，可将儿童区分为三种类型：低能力-低兴趣型、高能力-高兴趣型和低能力-高兴趣型；（3）低能力-低兴趣型儿童的数学焦虑得分显著高于其他两类，而低能力-高兴趣型和高能力-高兴趣型儿童的数学焦虑得分则无显著差异。上述结果表明计算流畅性、数学学习兴趣和教师支持在预防和干预小学低年级儿童的数学焦虑中具有重要作用。

关键词: 数学焦虑, 计算流畅性, 数学学习兴趣, 教师支持, 小学低年级儿童

Abstract: To explore the relationship among computational fluency, interest in mathematical learning, teacher support and math anxiety in early elementary school using variable-oriented and person-oriented approaches, 592 children in the second grade of elementary school were measured by the Scale of Interest in Mathematical Learning, the Questionnaire on Perceived Mathematics Teacher Support, the Abbreviated Math Anxiety Scale and the Chinese Rating Scale of Pupil's Mathematics Abilities. Variable-oriented analysis revealed that computational fluency could predict math anxiety not only through interest in mathematical learning, but through interest in mathematical learning and teacher support indirectly. According to the LPA of computational fluency and interest in mathematics learning with the person-oriented analysis, we identified 3 latent profiles-low ability-low interest type, high ability-high interest type and low ability-high interest type-and found that these profiles differentially predicted math anxiety. Specifically, low ability-low interest type children's math anxiety was significantly higher than the other two types, while there was no significant difference between low ability-high interest and high ability-high interest types children in math anxiety. These findings emphasized the importance of computational fluency, interest in mathematics learning and teacher support in preventing and intervening math anxiety of children in the early grades of primary school.

Key words: math anxiety, computational fluency, interest in mathematical learning, teacher support, early elementary school children

中图分类号:

G442

吴甲旺, 李红霞, 司继伟. 小学低年级儿童的计算流畅性与数学焦虑:基于变量为中心与个体为中心的分析[J]. 心理发展与教育, 2022, 38(1): 72-80.

WU Jiawang, LI Hongxia, SI Jiwei. How Does Computational Fluency Refine Math Anxiety in Early Elementary School Children? Evidence from Variable-oriented and Person-oriented Analyses[J]. Psychological Development and Education, 2022, 38(1): 72-80.

参考文献

Aldrup, K., Klusmann, U., & Lüdtke, O. (2019). Reciprocal associations between students' mathematics anxiety and achievement:Can teacher sensitivity make a difference? Journal of Educational Psychology, 112(4), 735-750.
Bokhorst, C. L., Sumter, S. R., & Westenberg, P. M. (2010). Social support from parents, friends, classmates, and teachers in children and adolescents aged 9 to 18 years:Whois perceived as most supportive? Social Development, 19(2), 417-426.
Chen, J. J. L. (2005). Relation of academic support from parents, teachers, and peers to Hong Kong adolescents' academic achievement:The mediating role of academic engagement.Genetic, Social, and General Psychology Monographs, 131(2), 77-127.
Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety:What have we learned in 60 years? Frontiers in Psychology, 7, 508. https://doi.org/10.3389/fpsyg.2016.00508
Federici, R. A., & Skaalvik, E. M. (2014). Students' perception of instrumental support and effort in mathematics:The mediating role of subjective task values. Social Psychology of Education, 17(3), 527-540.
Ganley, C. M., & McGraw, A. L. (2016). The development and validation of a revised version of the math anxiety scale for young children.Frontiers in Psychology, 7, 1181. https://doi.org/10.3389/fpsyg.2016.01181.
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis:A regression-based approach.Journal of Educational Measurement, 51(3), 335-337.
Hickendorff, M., Edelsbrunner, P. A., Mcmullen, J., Schneider, M., & Trezise, K. (2018). Informative tools for characterizing individual differences in learning:Latent class, latent profile, and latent transition analysis. Learning and Individual Differences, 66, 4-15.
Hopko, D. R., Mahadevan, R., Bare, R. L., & Hunt, M. K. (2003). The abbreviated math anxiety scale (AMAS):Construction, validity, and reliability.Assessment, 10(2), 178-182.
Jõgi, A. L., Kikas, E., Lerkkanen, M. K., & Mägi, K. (2015). Cross-lagged relations between math-related interest, performance goals and skills in groups of children with different general abilities. Learning and Individual Differences, 39, 105-113.
Kilpatrick, J., Swafford, J., & Findell, B. (Eds). (2001).Adding it up:Helping children learn mathematics. National Academy Press.
Koller, Ö., Baumert, J., & Schnabel, K. (2001). Does interest matter? The relationship between academic interest and achievement in mathematics. Journal for Research in Mathematics Education, 32(5), 448-470.
Locuniak, M. N., & Jordan, N. C. (2008). Using kindergarten number sense to predict calculation fluency in second grade.Journal of Learning Disabilities, 41(5), 451-459.
Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety.Psychology Research and Behavior Management, 11, 311-322.
Maloney, E. A. (2016). Math anxiety:Causes, consequences, and remediation. In K. R. Wentzel & D. B. Miele (Eds.),Handbook of motivation at school (pp. 408-423). Routledge.
Maloney, E. A., & Beilock, S. L. (2012). Math anxiety:Who has it, why it develops, and how to guard against it.Trends in Cognitive Sciences, 16(8), 404-406.
McNeil, N. M., Fyfe, E. R., & Dunwiddie, A. E. (2015). Arithmetic practice can be modified to promote understanding of mathematical equivalence.Journal of Educational Psychology, 107(2), 423-436.
Middleton, J. A., Jansen, A., & Goldin, G. A. (2016). Motivation. In G. A. Goldin, M. S. Hannula, E. Heyd-Metzuyanim, A. Jansen, R. Kaasila, S. Lutovac, … Q. Zhang (Eds.), Attitudes, beliefs, motivation and identity in mathematics education:An overview of the field and future directions (pp. 17-23). Springer Open.
Mitchell, R. (1992).Testing for learning:How new approaches to evaluation can improve American schools. The Free Press.
Moore, A. M., Rudig, N. O., & Ashcraft, M. H. (2014). Affect,motivation, working memory, and mathematics. In R. C. Kadosh & A. Dowker (Eds.), The Oxford handbook of numerical cognitive (pp. 752-768). Oxford University Press.
Namkung, J. M., Peng, P., & Lin, X. (2019). The relation between mathematics anxiety and mathematics performance among school-aged students:A meta-analysis.Review of Educational Research, 89(3), 459-496.
Okamoto, Y. (2014). Mathematics learning in the USA and East Asia:Influence of language. In R. C. Kadosh & A. Dowker (Eds.), The Oxford handbook of numerical cognitive (pp. 323-335). Oxford University Press.
Pekrun, R., Goetz, T., Titz, W., & Raymond, P. P. (2002). Academic emotions in students' self-regulated learning and achievement:A program of qualitative and quantitative research.Educational Psychologist, 37(2), 91-105.
Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school.Journal of Cognition and Development, 14(2), 187-202.
Reigosa-Crespo, V., Valdés-Sosa, M., Butterworth, B., Estévez, N., Rodríguez, M., Santos, E., … Lage, A. (2012). Basic numerical capacities and prevalence of developmental dyscalculia:The Havana survey.Developmental Psychology, 48(1), 123-135.
Renninger, K. A., Ewen, L., & Lasher, A. K. (2002). Individual interest as context in expository text and mathematical word problems.Learning and Instruction, 12(4), 467-491.
Rubinsten, O., Marciano, H., Levy, H. E., & Cohen, L. D. (2018). A framework for studying the hererogeneity of risk factors in math anxiety.Frontiers in Behavioral Neuroscience, 12, 291. https://doi.org/10.3389/fnbeh.2018.00291.
Schiefele, U. (1991). Interest, learning, and motivation.Educational Psychologist, 26, 299-324.
Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation:A longitudinal examination of the links between choices and beliefs.Developmental Psychology, 42(1), 70-83.
Sorvo, R., Koponen, T., & Viholainen, H. (2017). Math anxiety and its relationship with basic arithmetic skills among primary school children.British Journal of Educational Psychology, 87(3), 309-327.
Wang, Z., Shakeshaft, N., Schofield, K.,& Malanchini, M. (2018). Anxiety is not enough to drive me away:A latent profile analysis on math anxiety and math motivation. PLOS ONE, 13(2), e0192072.https://doi.org/10.1371/journal.pone.0192072
Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation.Contemporary Educational Psychology, 35(3), 193-202.
Wu, S. S., Barth, M., Amin, H., Malcarne, V., & Menon, V. (2012). Math anxiety in second and third graders and its relation to mathematics achievement.Frontiers in Psychology, 3, 162. https://doi.org/10.3389/fpsyg.2012.00162
Young, C. B., Wu, S. S., & Menon, V. (2012). The neurodevelopmental basis of math anxiety.Psychological Science, 23(5), 492-501.
暴占光, 张向葵. (2005). 自我决定认知动机理论研究概述. 东北师大学报(哲学社会科学版), (6), 141-146.
柴晓运, 龚少英. (2013). 中学生感知到的数学教师支持问卷的编制. 心理与行为研究, 11(4), 511-517.
崔吉芳, 李嫩晓, 陈英和. (2011). 数学焦虑影响儿童数学任务表现的作用机制探析. 心理发展与教育, 27(2), 118-125.
耿柳娜, 陈英和. (2005). 数学焦虑对儿童加减法认知策略选择和执行的影响. 心理发展与教育, 21(4), 24-27.
李洪玉, 何一粟. (2004). 学习能力发展心理学. 合肥:安徽教育出版社.
李咸文. (2015). 教师支持、成就目标定向与中小学生数学学习兴趣的关系研究(硕士学位论文). 东北师范大学, 长春.
罗新兵, 王凤葵, 罗增儒. (2008). 中学生数学焦虑的调查与分析. 数学教育学报, 17(5), 48-50.
司继伟, 徐艳丽, 封洪敏, 许晓华, 周超. (2014). 不同数学焦虑成人的算术策略运用差异:ERP研究. 心理学报, 46(12), 1835-1849.
唐亚微. (2012). 大学生成就目标、学习兴趣与学习成绩之间的关系(硕士学位论文). 东北师范大学, 长春.
王孟成. (2014). 潜变量建模与Mplus应用. 重庆:重庆大学出版社.
吴汉荣, 李丽. (2005). 小学生数学能力测试量表的编制及信效度检验. 中国公共卫生, 21(4), 473-475.
许惠芳. (2013). 数学焦虑初中生的类别与特点:潜在剖面分析(硕士学位论文). 东北师范大学, 长春.
张洁婷, 焦璨, 张敏强. (2010). 潜在类别分析技术在心理学研究中的应用. 心理科学进展, 18(12), 1991-1998.
章凯, 张必隐. (1996). 兴趣对文章理解的作用. 心理学报, 28(3), 284-289.
赵琪, 宋乙宁, 赵卫国. (2017). 数学教师支持与小学生数学学业成就的关系:数学焦虑的中介作用. 中小学心理健康教育, (26), 25-28.
周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法. 心理科学进展, 12(6), 942-950.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	赵晓萌, 张傲雪, 张明亮, 李红霞, 司继伟. 父母教育卷入与小学儿童数学焦虑的纵向联系:数学态度的中介作用[J]. 心理发展与教育, 2021, 37(5): 683-690.
[2]	贾绪计, 蔡林, 林琳, 林崇德. 高中生感知教师支持与学习投入的关系:学业自我效能感和成就目标定向的链式中介作用[J]. 心理发展与教育, 2020, 36(6): 700-707.
[3]	张云运, 刘思辰, 任萍, 牛丽丽. 学生学业和行为特征如何影响教师支持？来自个体和圈子层面的证据[J]. 心理发展与教育, 2020, 36(3): 318-328.
[4]	官冬晓, 艾继如, 黄碧娟, 崔爽, 司继伟. 数学焦虑影响儿童的数量表征:认知抑制的调节作用[J]. 心理发展与教育, 2020, 36(1): 10-18.
[5]	赵金霞, 赵景欣, 王美芳. 留守妇女与儿童焦虑的代际传递:有调节的中介效应[J]. 心理发展与教育, 2018, 34(6): 724-731.
[6]	陈旭, 张大均, 程刚, 胡天强, 刘广增. 教师支持与心理素质对中学生学业成绩的影响[J]. 心理发展与教育, 2018, 34(6): 707-714.
[7]	张婕, 黄碧娟, 司继伟, 官冬晓. 乡镇小学生的数学焦虑与数学成绩:数学自我效能感和数学元认知的链式中介作用[J]. 心理发展与教育, 2018, 34(4): 453-460.
[8]	洪伟, 刘儒德, 甄瑞, 蒋舒阳, 金芳凯. 成就目标定向与小学生数学学习投入的关系:学业拖延和数学焦虑的中介作用[J]. 心理发展与教育, 2018, 34(2): 191-199.
[9]	刘影, 柴晓运, 龚少英, 桑标. 父母参与作业的自主动机与小学生积极作业情绪:学生作业自主动机与教师支持的作用[J]. 心理发展与教育, 2017, 33(5): 577-586.
[10]	赵金霞, 李振. 亲子依恋与农村留守青少年焦虑的关系:教师支持的保护作用[J]. 心理发展与教育, 2017, 33(3): 361-367.
[11]	任萍, 张云运, 秦幸娜, 郭筱琳, 赵茜. 初中生公正世界信念对其学业成就的影响:感知的教师支持和班级公正的中介作用[J]. 心理发展与教育, 2017, 33(2): 191-197.
[12]	张晓辉, 赵宏玉. 政策满意度、教师支持对免费师范生职业认同的作用:从教动机的中介效应[J]. 心理发展与教育, 2016, 32(6): 725-732.
[13]	庄鸿娟, 刘儒德, 刘颖, 王佳, 甄瑞, 徐乐. 中学生社会支持对数学学习坚持性的影响:数学自我效能感的中介作用[J]. 心理发展与教育, 2016, 32(3): 317-323.
[14]	乔娜, 张景焕, 刘桂荣, 林崇德. 家庭社会经济地位、父母参与对初中生学业成绩的影响：教师支持的调节作用[J]. 心理发展与教育, 2013, 29(5): 507-514.
[15]	孙燕, 司继伟, 徐艳丽. 数学焦虑影响大学生/儿童估算策略运用的对比研究[J]. 心理发展与教育, 2012, 28(3): 263-270.