Luttenberger Silke, Wimmer Sigrid, Paechter Manuela
Institute for Educational Sciences and Educational Research, University of Teacher Education Styria, Graz, Austria.
Educational Psychology Unit, Institute of Psychology, University of Graz, Graz, Austria,
Psychol Res Behav Manag. 2018 Aug 8;11:311-322. doi: 10.2147/PRBM.S141421. eCollection 2018.
Anxiety disorders are some of the most widespread mental health issues worldwide. In educational settings, individuals may suffer from specific forms of test and performance anxiety that are connected to a knowledge domain. Unquestionably, the most prominent of these is math anxiety. Math anxiety is a widespread problem for all ages across the globe. In the international assessments of the Programme for International Student Assessment (PISA) studies, a majority of adolescents report worry and tension in math classes and when doing math. To understand how math anxiety takes effect, it has to be regarded as a variable within an ensemble of interacting variables. There are antecedents that facilitate the development of math anxiety. They concern environmental factors such as teachers' and parents' attitudes toward their students' and children's ability in math, societal stereotypes (eg, on females' math abilities), or personal factors such as traits or gender. These antecedents influence a number of variables that are important in learning processes. Math anxiety interacts with variables such as self-efficacy or motivation in math, which can intensify or counteract math anxiety. Outcomes of math anxiety concern not only performance in math-related situations, they can also have long-term effects that involve efficient (or not-so-efficient) learning as well as course and even vocational choices. How can math anxiety be counteracted? A first step lies in its correct diagnosis. Questionnaires for the assessment of math anxiety exist for all age groups, starting at primary education level. Help against math anxiety can be offered on different levels: by educational institutions, by teachers and a change in instructional approaches, by parents, or by the affected person. However, much more research is needed to develop effective measures against math anxiety that are tailored to an individual's characteristics and needs.
焦虑症是全球最普遍的心理健康问题之一。在教育环境中，个体可能会遭受与知识领域相关的特定形式的考试焦虑和表现焦虑。毫无疑问，其中最突出的是数学焦虑。数学焦虑是全球各个年龄段普遍存在的问题。在国际学生评估项目（PISA）研究的国际评估中，大多数青少年表示在数学课上以及做数学题时会感到担忧和紧张。要理解数学焦虑是如何产生影响的，就必须将其视为一组相互作用的变量中的一个变量。有一些因素会促使数学焦虑的发展。它们涉及环境因素，如教师和家长对学生及孩子数学能力的态度、社会刻板印象（例如对女性数学能力的刻板印象），或个人因素，如性格或性别。这些因素会影响学习过程中一些重要的变量。数学焦虑与数学方面的自我效能感或动机等变量相互作用，这可能会加剧或抵消数学焦虑。数学焦虑的后果不仅涉及在与数学相关情境中的表现，还可能产生长期影响，包括高效（或低效）学习以及课程甚至职业选择。如何应对数学焦虑呢？第一步在于正确诊断。从小学教育阶段开始，就有为所有年龄段评估数学焦虑的问卷。可以在不同层面提供应对数学焦虑的帮助：由教育机构、教师以及教学方法的改变、家长或受影响的人来提供帮助。然而，需要进行更多研究来制定针对个人特点和需求的有效措施来对抗数学焦虑。
