【作者】 李红霞； 张明亮； 侯舒洋； 禚新峰； 刘畅； 司继伟；

【Author】 Hongxia Li;Mingliang Zhang;Shuyang Hou;Xinfeng Zhuo;Chang Liu;Jiwei Si;School of Psychology,Shandong Normal University;Shandong Administrative Institute;

【机构】 山东师范大学心理学院； 中共山东省委党校(山东行政学院)；

【摘要】 数学焦虑已经成为一种全球普遍现象,它对个体的学业乃至职业发展有长远影响。近几十年,越来越多的学者关注数学焦虑的影响因素。现有理论与实证研究指出,个体因素与环境因素均为数学焦虑的重要影响因素。本研究基于成就情绪控制-价值理论与数学焦虑动态发展生物-心理-社会模型,对1796名三年级小学生进行了为期四年(3～6年级)的追踪研究,在每一时间点均测查被试的教师支持、数学学习投入和数学焦虑(包括数学学习焦虑与数学评估焦虑)。首先考察了教师支持与数学焦虑两维度的双向关系,然后进一步探讨了学生数学学习投入在两者关系间的作用机制。研究发现,3～6年级小学生教师支持与数学学习焦虑之间存在双向预测关系,学生获得的教师支持越多,随后的数学学习焦虑越低,反之亦然;教师支持与数学评估焦虑之间存在单向预测关系,数学评估焦虑水平越高,随后的学生教师支持越低,而教师支持对数学评估焦虑的纵向预测作用不显著。纵向中介结果表明,学生数学学习投入在教师支持与数学学习焦虑两维度间的中介作用均成立,学生3年级时的数学焦虑水平通过4年级时的数学学习投入,进而预测5年级时的教师支持;4年级时的数学焦虑水平通过5年级时的数学学习投入,进而预测6年级时的教师支持,但是教师支持通过数学学习投入对数学焦虑的预测作用不显著。该研究发现部分支持了成就情绪控制-价值理论与数学焦虑动态发展生物心理社会模型,强调了从发展的角度理解教师支持、数学学习投入与数学焦虑关系之间动态相互作用的重要性,对数学教育实践具有重要的指导意义。更多还原

【Abstract】 There has been growing interest in the relation among students’ perceived teacher support,mathematics learning engagement,and mathematics anxiety in the last decade.Longitudinal models are needed to provide new insights into the role of engagement in mathematics learning.Based on the control-value theory and developmental dynamic bio-psycho-social model of mathematics anxiety,the present study followed 1796 students from Grades 3to 6 to investigate the longitudinal associations among perceived teacher support and two conceptually distinct dimensions of mathematics anxiety(i.e.,mathematics evaluation anxiety and learning mathematics anxiety).We further explored the potential mediator effects of mathematics learning engagement between perceived teacher support and mathematics anxiety.We found bidirectional longitudinal associations between teacher support and learning mathematics anxiety from Grade 3 to grade 6,as well as unidirectional longitudinal associations between teacher support and mathematics evaluation anxiety(from mathematics evaluation anxiety to teacher support).Furthermore,mathematics learning engagement mediated the relation between perceived teacher support and mathematics anxiety(including learning mathematics anxiety and mathematics evaluation anxiety).These findings highlight the importance of understanding the dynamic interplay among perceived teacher support,mathematics learning engagement,and mathematics anxiety from a developmental perspective.更多还原