Texas Tech University, Lubbock, Texas, USA.
Br J Educ Psychol. 2022 Sep;92(3):955-973. doi: 10.1111/bjep.12482. Epub 2021 Dec 26.
Math anxiety (MA) and math achievement are generally negatively associated.
This study investigated whether and how classroom engagement behaviors mediate the negative association between MA and math achievement.
Data were drawn from an ongoing longitudinal study that examines the roles of affective factors in math learning. Participants consisted of 207 students from 4th through 6th grade (50% female).
Math anxiety was measured by self-report using the Mathematics Anxiety Scale for Children (Chiu & Henry, 1990, Measurement and valuation in Counseling and Development, 23, 121). Students self-reported their engagement in math classrooms using a modified version of the Math and Science Engagement Scale (Wang et al., 2016, Learning and Instruction, 43, 16). Math achievement was assessed using the Applied Problem, Calculations, and Number Matrices subtests from the Woodcock-Johnson IV Tests of Achievement (Schrank et al., 2014, Woodcock-Johnson IV Tests of Achievement. Riverside). Mediation analyses were conducted to examine the mediating role of classroom engagement in the association between MA and math achievement.
Students with higher MA demonstrated less cognitive-behavioral and emotional engagement compared to students with lower MA. Achievement differences among students with various levels of MA were partly accounted for by their cognitive-behavioral engagement in the math classroom.
Overall, students with high MA exhibit avoidance patterns in everyday learning, which may act as a potential mechanism for explaining why high MA students underperform their low MA peers.
数学焦虑（MA）和数学成绩通常呈负相关。
本研究调查了课堂参与行为是否以及如何在 MA 与数学成绩之间的负相关中起中介作用。
数据来自一项正在进行的纵向研究，该研究考察了情感因素在数学学习中的作用。参与者包括来自 4 至 6 年级的 207 名学生（50%为女性）。
使用儿童数学焦虑量表（Chiu & Henry，1990，《咨询与发展中的测量与评估》，23，121）通过自我报告来测量数学焦虑。学生使用经过修改的数学和科学参与量表（Wang 等人，2016，《学习与教学》，43，16）报告他们在数学课堂中的参与情况。数学成绩采用《伍德科克-约翰逊四型成就测验》（Schrank 等人，2014，《伍德科克-约翰逊四型成就测验》，里弗赛德）中的应用问题、计算和数字矩阵分量测验来评估。进行中介分析以检验 MA 与数学成绩之间的关联中课堂参与的中介作用。
与 MA 较低的学生相比，MA 较高的学生表现出较少的认知-行为和情感参与。不同 MA 水平的学生之间的成绩差异部分归因于他们在数学课堂中的认知-行为参与。
总体而言，高 MA 的学生在日常学习中表现出回避模式，这可能是解释为什么高 MA 学生表现不如低 MA 学生的潜在机制。
