流利
认知
情感(语言学)
数学焦虑
心理学
验证性因素分析
维数(图论)
测量不变性
焦虑
发展心理学
结构方程建模
数学教育
数学
统计
纯数学
沟通
神经科学
精神科
作者
Jessica M. Namkung,J. Marc Goodrich,Kejin Lee
摘要
Abstract Mathematics anxiety (MA) refers to negative cognition and negative affect that interfere with mathematics performance. We examined the dimensionality of MA, measurement invariance across males and females, and whether the strength of relations between MA and mathematics performance varies by dimension and gender among 245 sixth‐grade students. Students were assessed on MA, arithmetic fluency, and on‐grade‐level computation skills. The confirmatory factor analysis and measurement invariance tests indicated that two distinct dimensions, cognition and affect, best represent MA across both genders. For the full sample, on‐grade‐level computation skills showed a significant negative relation with the cognitive dimension only, whereas arithmetic fluency was not significantly related to either dimension. We did not find any significant gender differences. Our findings provide support for the cognitive and affective model of MA and negative impact of MA on mathematics performance. Our findings further suggest incorporating the cognitive component in identifying and alleviating MA, and improving mathematics outcomes.
科研通智能强力驱动
Strongly Powered by AbleSci AI