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The Relation Between Mathematics Anxiety and Mathematics Performance Among School-Aged Students: A Meta-Analysis
Review of Educational Research ( IF 11.2 ) Pub Date : 2019-04-13 , DOI: 10.3102/0034654319843494
Jessica M. Namkung 1 , Peng Peng , Xin Lin 2
Affiliation  

The purpose of this meta-analysis was to examine the relation between mathematics anxiety (MA) and mathematics performance among school-aged students, and to identify potential moderators and underlying mechanisms of such relation, including grade level, temporal relations, difficulty of mathematical tasks, dimensions of MA measures, effects on student grades, and working memory. A meta-analysis of 131 studies with 478 effect sizes was conducted. The results indicated that a significant negative correlation exist between MA and mathematics performance, r = −.34. Moderation analyses indicated that dimensions of MA, difficulty of mathematical tasks, and effects on student grades differentially affected the relation between MA and mathematics performance. MA assessed with both cognitive and affective dimensions showed a stronger negative correlation with mathematics performance compared to MA assessed with either an affective dimension only or mixed/unspecified dimensions. Advanced mathematical tasks that require multistep processes showed a stronger negative correlation to MA compared to foundational mathematical tasks. Mathematics measures that affected/reflected student grades (e.g., final exam, students’ course grade, GPA) had a stronger negative correlation to MA than did other measures of mathematics performance that did not affect student grades (e.g., mathematics measures administered as part of research). Theoretical and practical implications of the findings are discussed.

中文翻译:

学龄学生数学焦虑与数学成绩的关系:元分析

本荟萃分析的目的是检验学龄学生数学焦虑 (MA) 与数学成绩之间的关系,并确定这种关系的潜在调节因素和潜在机制,包括年级水平、时间关系、数学任务难度。 、 MA 测量的维度、对学生成绩的影响和工作记忆。对 131 项具有 478 个效应量的研究进行了荟萃分析。结果表明,MA 与数学成绩之间存在显着的负相关,r = -.34。适度分析表明,MA 的维度、数学任务的难度和对学生成绩的影响对 MA 与数学成绩之间的关系有不同的影响。与仅使用情感维度或混合/未指定维度评估的 MA 相比,使用认知和情感维度评估的 MA 与数学成绩显示出更强的负相关。与基础数学任务相比,需要多步骤过程的高级数学任务与 MA 显示出更强的负相关。影响/反映学生成绩的数学测量(例如,期末考试、学生的课程成绩、GPA)与 MA 的负相关性比不影响学生成绩的其他数学表现测量(例如,作为学习成绩的一部分进行的数学测量)具有更强的负相关性。研究)。讨论了研究结果的理论和实践意义。
更新日期:2019-04-13
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