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MATH ANXIETY: RELATIONSHIP WITH SEX, COLLEGE MAJOR, MATHEMATICS BACKGROUND, MATHEMATICS ACHIEVEMENT, MATHEMATICS PERFORMANCE, MATHEMATICS AVOIDANCE, SELF-RATING OF MATHEMATICS ABILITY, AND SELF-RATING OF MATHEMATICS ANXIETY AS MEASURED BY THE REVISED MATHEMATICS ANXIETY RATING SCALE (RMARS).

机译:数学焦虑:与性别,大学专业,数学背景,数学成就,数学性能,数学逃避,数学能力的自评和数学焦虑的自评关系(按经数学评估的数学评估)(与数学有关)。

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摘要

Mathematics educators and psychologists blame "math anxiety" for affecting mathematics learning, performance, and enrollment, and subsequently, choice of college major and career. Researchers have yet to agree on the prevalence, stability, and effects of math anxiety.;Based upon the statistical analyses, these results were achieved: (1) math anxiety is related to choice of college major, (2) males and females do not differ in math anxiety levels, (3) math anxiety levels change little over a short time interval, (4) math anxiety shows relatively little relationship to mathematics performance, (5) math anxiety shows a moderate relationship to mathematics background, achievement, and avoidance, and (6) the higher one's level of math anxiety (as measured by the RMARS), the lower one's self-rating of mathematics ability and the higher one's self-rating of mathematics anxiety.;Based upon the results, these conclusions were drawn: (1) improving mathematics performance will require programs that do more than reduce math anxiety, (2) re-entry students would appear to benefit most from treatment of math anxiety, (3) math anxiety appears to be related to inherent mathematical abilities of students, (4) the RMARS seems to adequately measure one's level of math anxiety as perceived by oneself for all groups except for the Technical Majors enrolled in Precalculus Mathematics, (5) sex-related differences in math anxiety may exist, but are probably much smaller than suggested previously, and (6) the reduction of math anxiety in the Technical Majors Groups could be attributed primarily to the unique elements of these groups: course content, prerequisites, and position in the sequence.;This study (1) investigated the prevalence and intensity of math anxiety in college students (as a whole, by major, and by sex), (2) determined the stability of math anxiety over time, and (3) investigated those background and experiential factors related to its occurrence in college students, using data gathered on 173 college students in mathematics, education, and English classrooms. The data concerned college students' math anxiety as measured by the Revised Mathematics Anxiety Rating Scale (RMARS) and selected cognitive correlates of math anxiety, and were analyzed by analyses of variance, t-tests, and correlational analyses.
机译:数学教育家和心理学家将“数学焦虑症”归咎于影响数学学习,成绩和入学率,进而影响大学专业和职业的选择。研究人员尚未就数学焦虑症的患病率,稳定性和影响达成共识。基于统计分析,这些结果得以实现:(1)数学焦虑症与大学专业的选择有关,(2)男女不相关。数学焦虑水平有所不同;(3)数学焦虑水平在短时间间隔内变化不大;(4)数学焦虑与数学表现的关系相对较小;(5)数学焦虑与数学背景,成就和回避程度之间的关系适中(6)较高的数学焦虑水平(由RMARS衡量),较低的数学能力自我评价和较高的数学焦虑自我评价;根据这些结果,得出了这些结论。 :(1)提高数学成绩将要求课程做得比减少数学焦虑更重要;(2)重新入学的学生似乎将从数学焦虑的治疗中受益最大;(3)数学焦虑似乎与内在的数学有关学生的艺术能力,(4)RMARS似乎足以衡量自己对所有群体的数学焦虑程度,除了报考微积分数学的技术专业学生外,(5)可能存在性别相关的数学焦虑差异,但(6)技术专业组数学焦虑的减少可能主要归因于这些组的独特要素:课程内容,前提条件和顺序中的位置。;本研究(1 )调查了大学生数学焦虑的普遍程度和强度(按专业,按专业和按性别),(2)确定了数学焦虑随时间的稳定性,(3)调查了与其相关的背景和经验因素利用在数学,教育和英语教室中对173名大学生收集的数据,对大学生进行了分析。数据涉及通过修订的数学焦虑量表(RMARS)测得的大学生的数学焦虑和选定的数学焦虑认知相关性,并通过方差分析,t检验和相关分析进行了分析。

著录项

  • 作者

    PRESTON, PATRICIA ANN.;

  • 作者单位

    The University of Tennessee.;

  • 授予单位 The University of Tennessee.;
  • 学科 Mathematics education.
  • 学位 Ph.D.
  • 年度 1986
  • 页码 120 p.
  • 总页数 120
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:51:05

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