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.

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。