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Evaluating the effectiveness of cognitive-behavioral therapy on math self-concept and math anxiety of elementary school students
Preventing School Failure: Alternative Education for Children and Youth ( IF 0.8 ) Pub Date : 2021-03-03 , DOI: 10.1080/1045988x.2021.1888685
Faramarz Asanjarani 1 , Mahdi Zarebahramabadi 2
Affiliation  

Abstract

This study investigated the effectiveness of cognitive-behavioral therapy (CBT) on math anxiety and math self-concept in elementary school students using an experimental design. For this study, we selected 30 students with high mathematics anxiety and low mathematics self-concept from a larger sample of 142 elementary school students in Arak City, Iran. We randomly assigned participants to either the control or treatment group. The treatment group took part in a 12-session program based on a cognitive-behavioral approach. Math Anxiety Rating Scale (MARS) and PALMA math self-concept were used to measure math anxiety and mathematics self-concept. The finding shows that participants in the treatment group reported statistically lower mathematics anxiety and higher mathematics self-concept after participating in group sessions based on CBT intervention.



中文翻译:

评估认知行为疗法对小学生数学自我概念和数学焦虑的有效性

摘要

这项研究使用实验设计调查了认知行为疗法(CBT)对小学生数学焦虑和数学自我概念的有效性。在这项研究中,我们从伊朗阿拉克市的142名小学学生的较大样本中选择了30名具有较高数学焦虑和低数学自我概念的学生。我们将参与者随机分配到对照组或治疗组。治疗组参加了一项基于认知行为方法的12个疗程的计划。使用数学焦虑量表(MARS)和PALMA数学自我概念来衡量数学焦虑和数学自我概念。

更新日期:2021-05-03
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