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小学阶段数学焦虑的研究：文献计量分析与趋势评估

Research on mathematics anxiety in primary school: bibliometric analysis and evaluation of trends.

作者信息

Uğraş Hilal

机构信息

Department of Child Development, Karakoçan Vocational School, Fırat University, Elâzığ, Türkiye.

出版信息

Front Psychol. 2025 Aug 7;16:1545556. doi: 10.3389/fpsyg.2025.1545556. eCollection 2025.

DOI:10.3389/fpsyg.2025.1545556
PMID:40851609
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12369395/
Abstract

INTRODUCTION

Mathematics anxiety is a persistent barrier to effective learning, particularly in primary education. Understanding how this phenomenon has evolved in academic literature can help guide educational strategies and psychological interventions. This study aims to explore trends and key themes in research on mathematics anxiety in primary school students over a 45-year period.

METHODS

A bibliometric analysis was conducted using data retrieved from the Web of Science (WOS) and Scopus databases. The study included 404 articles published between 1979 and 2024. The analysis was performed using the RStudio environment with the Biblioshiny package. The research process involved study design, data collection, statistical analysis, data visualization, and interpretation.

RESULTS

Findings indicate that research on mathematics anxiety in primary school remained limited for several decades but has gained substantial attention in recent years. The field demonstrates an interdisciplinary nature, with contributions from both psychological and educational research domains. Key authors, journals, institutions, and countries contributing to the field were identified, highlighting global academic interest.

DISCUSSION

The results suggest a growing scholarly focus on the effects of mathematics anxiety, including how cognitive, emotional, and social factors contribute to its development and management. The interdisciplinary expansion reflects a deeper exploration into individual differences and their role in mathematics learning. These findings underscore the need for continued integrated research in addressing mathematics anxiety at early educational stages.

摘要

引言

数学焦虑是有效学习的一个持续障碍，在小学教育中尤为如此。了解这一现象在学术文献中的演变有助于指导教育策略和心理干预。本研究旨在探讨45年间小学生数学焦虑研究的趋势和关键主题。

方法

使用从科学网（WOS）和Scopus数据库检索到的数据进行文献计量分析。该研究纳入了1979年至2024年间发表的404篇文章。分析在RStudio环境中使用Biblioshiny软件包进行。研究过程包括研究设计、数据收集、统计分析、数据可视化和解释。

结果

研究结果表明，几十年来，关于小学生数学焦虑的研究一直有限，但近年来受到了广泛关注。该领域具有跨学科性质，心理学和教育研究领域均有贡献。确定了该领域的主要作者、期刊、机构和国家，突出了全球学术兴趣。

讨论

结果表明，学术界越来越关注数学焦虑的影响，包括认知、情感和社会因素如何促成其发展和管理。跨学科的扩展反映了对个体差异及其在数学学习中的作用的更深入探索。这些发现强调了在早期教育阶段持续开展综合研究以解决数学焦虑问题的必要性。

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