论文著作

The Relationship Between Mathematics Anxiety and Academic Performance: A Meta-analysis Based on 68 Chinese Literatures

作者：刘怡轩 ¹ ;胡浩博 ¹ ;郭衎 ¹

单位：[1]北京师范大学数学科学学院

关键词：元分析;数学焦虑;数学学业表现;调节效应

英文关键词：meta-analysis;mathematics anxiety;mathematics academic performance;moderator effect

摘要：众多研究表明，数学焦虑是负面影响学生数学表现的主要因素。考虑到我国文化和学生学习情况有异于西方的特殊性，为进一步探索我国基础教育学生的状况，有针对性地收集了近20年内68篇国内相关文献，共包含161 596个学生样本，基于随机效应模型，对73个效应量进行汇总，得到了我国基础教育学生数学焦虑与学业表现的相关系数为-0.311,属于中等强度的负相关。通过对调节变量的分析发现：从地域来看，中部地区的学生数学焦虑与成绩的负相关性更强；从考试类型来看，高利害考试相关性更强；从学段来看，各个学段间无显著差异。研究为减轻学生数学学业焦虑、提升数学学业表现提供建议，也为相关的研究提供效应量以供参考。

英文摘要：Many studies indicated that mathematics anxiety is a major factor negatively affecting students' mathematical performance. Considering the specificity of Chinese culture and students' learning situation, which is different from the West, to further explore the situation of Chinese students, this study systematically collected 68 literatures within the last two decades, containing the sample of 161 596, and based on the random effects model, 73 effect sizes are aggregated to obtain a correlation coefficient of-0.311 between mathematics anxiety and academic performance of Chinese students, which is of medium intensity negative correlation. The analysis of the moderating effects revealed that: geographically, the negative correlation between students' mathematics anxiety and academic performance was stronger in the central region of China; in terms of test types, the correlation was stronger in high-stake tests; and in terms of school segments, there were no statistically significant differences. The study provides suggestions for reducing students' academic anxiety in mathematics and enhancing their academic performance in mathematics, and provides effect sizes for related studies for reference as well.

基金：国家社科基金2023年度教育学青年项目“基于跨学科问题解决的创造力评价框架及其数字化测评研究”(CHA230308)

语种：中文

DOI：10.14082/j.cnki.1673-1298.2024.02.014

来源：教育学报,2024(02):165-178.

中图分类号：G633.6

出版日期：2024-04-25

引用参考：刘怡轩;胡浩博;郭衎. 我国基础教育学生数学焦虑与数学学业表现关系研究——基于68篇中文文献的元分析[J]. 教育学报,2024(02):165-178.

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