师生关系与儿童数学焦虑的双向关系:一项纵向研究

doi:10.16187/j.cnki.issn1001-4918.2025.03.08

摘要/Abstract

摘要： 为探讨师生关系与小学儿童数学焦虑之间的纵向关系及内在作用机制,选取 221名三、四年级学生,对其进行为期一年的两轮追踪研究。结果发现:第一轮的数学焦虑负向预测第二轮的积极师生关系;第一轮的积极师生关系通过积极应对方式负向预测第二轮的儿童数学焦虑;第一轮的消极师生关系与第二轮的数学焦虑无显著相关。这些结果表明积极师生关系与儿童数学焦虑存在纵向的相互影响,这为从师生关系和应对方式的角度干预儿童的数学焦虑水平提供了理论依据。

关键词: 数学焦虑, 师生关系, 应对方式, 交叉滞后模型

Abstract: To explore the longitudinal relationship between teacher-student relationships and math anxiety in elementary school children and the underlying mechanisms, 221 third- and fourth-grade students were selected for a two time points 1 year apart study. The results showed that math anxiety in the first wave negatively predicted positive teacher-student relationship in the second wave; positive teacher-student relationship in the first wave negatively predicted children's math anxiety in the second wave through the positive coping styles. There was no significant correlation between the negative teacher-student relationship in the first wave and children’s math anxiety in the second wave. These results suggest that there is a longitudinal relationship between positive teacher-student relationship and children's math anxiety, which provides a theoretical basis for intervening in children's math anxiety from the perspective of teacher-student relationships and coping styles.

Key words: math anxiety, teacher-student relationships, coping styles, cross-lagged model

中图分类号:

G442

马敏, 雷媛, 张丽. 师生关系与儿童数学焦虑的双向关系:一项纵向研究[J]. 心理发展与教育, 2025, 41(3): 377-385.

MA Min, LEI Yuan, ZHANG Li. Bidirectional Relationships between Teacher-student Relationships and Children’s Math Anxiety: A Longitudinal Study[J]. Psychological Development and Education, 2025, 41(3): 377-385.

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