Guo Siwen, Liao Shanhui
Department of Psychology, Renmin University of China, Beijing, China.
Front Psychol. 2022 Feb 17;13:829032. doi: 10.3389/fpsyg.2022.829032. eCollection 2022.
This study examined the effects of opportunity to learn (OTL) or the content coverage in mathematics on student mathematics anxiety, problem-solving performance, and mathematics performance. The pathways examining the influences of OTL on student problem-solving performance and mathematics performance mathematics anxiety were also tested. A sample of 1,676 students from Shanghai-China, and a sample of 1,511 students from the United States who participated in the Programme for International Student Assessment (PISA) 2012 were used for the analyses. The results from multilevel models and path models supported our hypotheses that OTL not only showed significant direct effects on student mathematics anxiety, problem-solving performance, and mathematics performance, but also presented indirect effects on student problem-solving performance and mathematics performance mathematics anxiety in both Shanghai-China and United States, controlling for student gender, grade, and socioeconomic status. The practical implications of the current results were also discussed.
本研究考察了学习机会（OTL）或数学内容覆盖对学生数学焦虑、问题解决表现和数学成绩的影响。还测试了探究OTL对学生问题解决表现和数学成绩 数学焦虑影响的路径。分析使用了来自中国上海的1676名学生样本以及来自美国的1511名参与2012年国际学生评估项目（PISA）的学生样本。多层模型和路径模型的结果支持了我们的假设，即OTL不仅对学生数学焦虑、问题解决表现和数学成绩有显著直接影响，而且在控制学生性别、年级和社会经济地位的情况下，在中国上海和美国对学生问题解决表现和数学成绩 数学焦虑也有间接影响。还讨论了当前结果的实际意义。
