Engelhard G
Division of Educational Studies, Emory University, Atlanta, GA 30322.
J Psychol. 1990 May;124(3):289-98. doi: 10.1080/00223980.1990.10543224.
In this study, I investigated the relationship of mathematics performance to math anxiety, mother's education, and gender. A secondary analysis was conducted using nationally representative samples of 13-year-old children in the United States (N = 4,091) and Thailand (N = 3,613) collected as a part of the Second International Mathematics Study (Garden, 1987). Separate ANOVAs (Math Anxiety x Mother's Education x Gender) were run within each country using a 40-item math performance test as the dependent variable. Math anxiety has an inverse relationship with mathematics performance in the United States (r = -.24) and in Thailand (r = -.14). The relationship between math anxiety and mathematics performance is significant in both countries after controlling for previous achievement, mother's education, and gender, although the data suggest that there is a three-way interaction between math anxiety, mother's education, and gender in Thailand.
在本研究中，我调查了数学成绩与数学焦虑、母亲教育程度及性别的关系。利用作为第二次国际数学研究（加登，1987年）一部分所收集的美国13岁儿童（N = 4091）和泰国13岁儿童（N = 3613）的具有全国代表性的样本进行了二次分析。在每个国家内，以一项40题的数学成绩测试作为因变量，分别进行了方差分析（数学焦虑×母亲教育程度×性别）。在美国（r = -0.24）和泰国（r = -0.14），数学焦虑与数学成绩呈负相关。在控制了先前成绩、母亲教育程度和性别之后，数学焦虑与数学成绩之间的关系在两国均具有显著性，不过数据表明在泰国，数学焦虑、母亲教育程度和性别之间存在三因素交互作用。
