Zuo Haode, Wang Lidong
College of Mathematical Science, Yangzhou University, Yangzhou, China.
Collaborative Innovation Center of Assessment of Basic Education Quality, Beijing Normal University, Beijing, China.
Front Psychol. 2023 Apr 6;14:1061027. doi: 10.3389/fpsyg.2023.1061027. eCollection 2023.
Research has shown that mindfulness can reduce students' negative emotions associated with high-stakes tests and thereby improve test performance. This study explored the association between mindfulness-based intervention (MBI) and high-risk math test scores of middle school students, which is noticeably slim in the domain of mathematics education, through a mediating process involving math-specific test anxiety and math self-efficacy. Using data from a sample of 45 students, age 12-13, we found empirical support for a significant positive correlation between mindfulness and middle school students' math achievement. Participants listened to a mindfulness audio every other week before a mathematics test. Weekly mathematics test scores, student group discussion data, and in-depth interview data were analyzed to explore how mindfulness affected students' mathematics test performance, which showed a statistically significant improvement after mindfulness compared to mathematics achievement without the intervention. Our results indicate that mindfulness can relieve mathematics anxiety symptoms, including physiological manifestations, test-unrelated thinking and worries, and problem-solving obstacles caused by mathematics anxiety. Also, mindfulness, especially its non-judgmental attitude, positively affects students' mathematical self-efficacy. The current research provides evidence of the mindfulness intervention's efficacy for improving middle school mathematics test performance but also identifies the complexities of implementing it with large numbers of students.
研究表明，正念可以减少学生与高风险考试相关的负面情绪，从而提高考试成绩。本研究通过一个涉及数学特定考试焦虑和数学自我效能感的中介过程，探讨了基于正念的干预（MBI）与中学生高风险数学考试成绩之间的关联，而在数学教育领域，这种关联明显较少被研究。我们使用来自45名12至13岁学生样本的数据，发现了正念与中学生数学成绩之间存在显著正相关的实证支持。参与者在数学考试前每隔一周听一次正念音频。通过分析每周的数学考试成绩、学生小组讨论数据和深入访谈数据，以探究正念如何影响学生的数学考试成绩，结果显示，与未进行干预时的数学成绩相比，正念干预后学生的数学成绩有统计学上的显著提高。我们的研究结果表明，正念可以缓解数学焦虑症状，包括生理表现、与考试无关的思维和担忧，以及由数学焦虑导致的解决问题的障碍。此外，正念，尤其是其非评判性态度，对学生的数学自我效能感有积极影响。当前的研究为正念干预提高中学数学考试成绩的有效性提供了证据，但也指出了在大量学生中实施该干预的复杂性。
