焦虑
数学教育
数学焦虑
心理学
纵向研究
发展心理学
数学
统计
精神科
作者
Hongxia Li,Mingliang Zhang,Sanna Hou,Bijuan Huang,Chang Xu,Zifeng Li,Jiwei Si
标识
DOI:10.1016/j.cedpsych.2023.102211
摘要
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 3 to 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.
科研通智能强力驱动
Strongly Powered by AbleSci AI