Rubinsten Orly, Marciano Hadas, Eidlin Levy Hili, Daches Cohen Lital
Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.
Department of Learning Disabilities, University of Haifa, Haifa, Israel.
Front Behav Neurosci. 2018 Dec 3;12:291. doi: 10.3389/fnbeh.2018.00291. eCollection 2018.
Math anxiety is a prevalent disorder which affects many people worldwide. Here, we draw together ample evidence to suggest a dynamic developmental bio-psycho-social model. The model highlights the complex pathways towards the development of math anxiety, with a focus on dynamism. That is, math anxiety is viewed here as a dynamic interplay between environmental (parenting style, as well as social style including teachers' attitude, instruction strategies and wider social effects) and intrinsic factors (i.e., neuro-cognitive and genetic predispositions, including brain malfunctions, heritability, predisposition towards general anxiety) and basic numerical cognition and affective factors. The model predicts that the dynamic interplay between these factors can either prevent or promote math anxiety's effects on the development of heterogeneous symptoms. Considering the universal nature of math anxiety, a systematic description of the vulnerability factors that contribute to the development of math anxiety is vital. Such information may be of particular value in informing the design of preventive interventions as well as of specific intervention tools.
数学焦虑是一种普遍存在的障碍，影响着全球许多人。在此，我们汇集了大量证据，提出了一个动态发展的生物心理社会模型。该模型突出了数学焦虑发展的复杂路径，重点在于动态性。也就是说，这里将数学焦虑视为环境因素（养育方式，以及包括教师态度、教学策略和更广泛社会影响在内的社会风格）与内在因素（即神经认知和遗传易感性，包括大脑功能障碍、遗传率、对广泛性焦虑的易感性）以及基本数字认知和情感因素之间的动态相互作用。该模型预测，这些因素之间的动态相互作用既可以预防也可以促进数学焦虑对异质性症状发展的影响。鉴于数学焦虑的普遍性，系统描述导致数学焦虑发展的脆弱因素至关重要。此类信息对于指导预防性干预措施以及特定干预工具的设计可能具有特别价值。
