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Examining the dynamic links among perceived teacher support, mathematics learning engagement, and dimensions of mathematics anxiety in elementary school students: A Four-wave longitudinal study

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摘要: 近几年,越来越多的学者关注学生感受到的教师支持、数学学习投入与数学焦虑之间的联系。目前,关于三者之间的纵向联系及其作用机制尚不清晰。基于成就情绪控制-价值理论和数学焦虑动态发展生物-心理-社会模型,本研究对1796名小学三年级学生进行了为期四年(3-6年级)的追踪研究,考察了学生感受到的数学教师支持与数学焦虑(包括数学学习焦虑与数学评估焦虑)之间的纵向联系,并进一步探讨了数学学习投入在两者关系间的作用机制。研究发现,3-6年级学生感受到的教师支持与数学学习焦虑之间存在显著的双向联系,但是学生感受到的教师支持与数学评估焦虑之间仅存在单向联系(数学评估焦虑显著负向预测学生感受到的数学教师支持);此外,数学学习投入可以显著中介学生感受到的数学教师支持与两种维度数学焦虑之间的纵向联系,表现为学生数学焦虑水平越高,数学学习投入越低,进而会回避教师支持。该结果强调了从发展角度理解感受到的教师支持、数学学习投入与数学焦虑三者之间动态相互作用的重要性。
 
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 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.

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[V1] 2023-10-30 14:54:50 ChinaXiv:202310.03452V1 下载全文
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