数学焦虑影响儿童数学任务表现的作用机制探析  

The Mechanism of the Effect of Mathematics Anxiety on Children's Math Performance

作　　者：崔吉芳[1] 李嫩晓[1] 陈英和[1] 

机构地区：[1]北京师范大学发展心理研究所,北京100875

出　　处：《心理发展与教育》2011年第2期118-125,共8页Psychological Development and Education

基　　金：全国教育科学规划国家重点项目(ABA050001);国家自然科学基金项目(30770729);北京市哲学社会科学十一五规划项目(06BaJY010);北京市教育科学十一五规划课题(ACA08017)

摘　　要：研究设计了心算加法和图形旋转/平移两类数学任务,同时采用《儿童数学焦虑问卷》、工作记忆和抑制任务,以探讨数学焦虑影响儿童数学任务表现的作用机制。213名小学五年级儿童参与研究,其中89人参与正式实验。结果发现:(1)数学焦虑与数学成绩呈显著负相关;(2)高数学焦虑组在工作记忆和两类数学任务中的得分均显著低于低数学焦虑组,而两组在抑制任务指标上差异不显著;(3)言语工作记忆和视空间工作记忆是数学焦虑影响心算加法任务的完全中介变量;视空间工作记忆是数学焦虑影响图形旋转/平移任务的完全中介变量,言语工作记忆是二者关系的调节变量。研究结果支持了加工效能理论。This study designed two math tasks,the mental arithmetic of addition and the figure rotation/translation,and used the Mathematical Anxiety Scale for Children,two working memory tasks,and an inhibition task to explore the mechanism of effect of mathematics anxiety on children＇s math performance.Two hundred and thirteen children of 5th grade participated in this study,and 89 children were included in the formal experiments.The results showed：（1） there was a significant negative correlation between mathematics anxiety and the children＇s math academic performance;（2） the high mathematics anxiety group did significantly worse than the low mathematics anxiety group in the performance of two working memory tasks and two math tasks,but there was no significant difference in the inhibition task;（3） the verbal working memory and spatial working memory were mediating factors of mathematics anxiety and the performance of mental arithmetic of addition,however,only the spatial working memory was the mediating factor of mathematics anxiety and the performance of figure rotation/translation,and the verbal working memory was the moderating factor.The results supported the processing efficiency theory.

关 键 词：数学焦虑 工作记忆 加工效能理论 抑制理论 

分 类 号：B844.1[哲学宗教—发展与教育心理学]