Anxietatea față de matematică: clarificări conceptuale și psihometrice
Cuvinte cheie:
anxietate față de matematică, elevi de nivel primar şi gimnazial, instrumente, constructe, achiziţii matematiceRezumat
Abilităţile matematice sunt importante atât pentru domeniul academic sau profesional, cât şi pentru situaţiile din viaţa de zi cu zi. Cu toate acestea, un procent semnificativ din populaţie raportează anxietate şi distres emoţional atunci când se confruntă cu stimuli matematici. Până acum, există multe studii care să investigheze anxietatea faţă de matematică în rândul populaţiilor de adolescenţi şi de adulţi, însă numărul studiilor care a abordat anxietatea faţă de matematică în rândul populaţiilor de copii din învăţământul primar şi gimnazial este mult mai mic. De asemenea, multe dintre rezultatele obţinute în rândul populaţiilor de copii sunt inconsistente. Date fiind aceste aspecte, în articolul de faţă ne vom centra asupra anxietăţii faţă de matematică în rândul populaţiilor de copii din învăţământul primar şi gimnazial. În primul rând, vom prezenta un rezumat al istoricului instrumentelor de măsurare a anxietăţii faţă de matematică. În al doilea rând, vom prezenta şi discuta în linii generale rezultatele studiilor din acest domeniu. Mai exact, ne vom centra asupra legăturii dintre anxietatea faţă de matematică şi alte constructe relaţionate, relevante, cum ar fi anxietatea faţă de testare, anxietatea generalizată, memoria de lucru, precum şi asupra impactului pe care anxietatea faţă de matematică îl are asupra performanţei matematice.
Referințe
ASHCRAFT, M. H., & Faust, M. W., Mathematics anxiety and mental arithmetic performance: An exploratory investigation, Cognition and Emotion, 8, 2, 1994, p. 97–125.
ASHCRAFT, M. H., & KIRK, E. P., The relationships among working memory, math anxiety, and performance, Journal of experimental psychology: General, 130, 2, 2001, p. 224–238.
ASHCRAFT, M. H., Math anxiety: Personal, educational, and cognitive consequences, Current directions in psychological science, 11, 5, 2002, p. 181–185.
ASHCRAFT, M. H., & KRAUSE, J. A., Working memory, math performance and math anxiety, Psychonomic bulletin and review, 14, 2, 2007, p. 243–248.
ASHCRAFT, M. H., & MOORE, A. M., Mathematics anxiety and the affective drop in performance, Journal of Psychoeducational Assessment, 27, 3, 2009, p. 197–205.
BEILOCK , L. S., MALONEY, E., RAMIREZ, G., GUNDERSON,E. A., LEVINE, S., Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation, Psychological science, 26, 12, 2015.
CAREY, E., HILL, F., DEVINE, A., & SZÜCS, D., The chicken or the egg? The direction of the relationship between mathematics anxiety and mathematics performance, Frontiers in psychology, 6, 1987, 2016.
CAREY, E., HILL, F., DEVINE, A., & SZŰCS, D. The modified abbreviated math anxiety scale: A valid and reliable instrument for use with children, Frontiers in psychology, 2017.
CIPORA, K., SZCZYGIEŁ, M., WILLMES, K., & NUERK, H. C., Math anxiety assessment with the Abbreviated Math Anxiety Scale: Applicability and usefulness: Insights from the Polish adaptation, Frontiers in Psychology, 6, 1983, 2015, p. 1664–1078.
CHING, B. H. H., Mathematics anxiety and working memory: Longitudinal associations with mathematical performance in Chinese children, Contemporary Educational Psychology, 51, 2017, p. 99–113.
CHIPMAN, S. F., KRANTZ, D. H., & SILVER, R., Mathematics anxiety and science careers among able college women, Psychological science, 3, 5, 1992, p. 292–296.
CHIU, L. H., & HENRY, L. L., Development and validation of the Mathematics Anxiety Scale for Children, Measurement and evaluation in counselling and development, 1990.
CHIU, L. H., Development and Validation of the School Achievement Motivation Rating Scale, Journal of Educational and Psychological Measurement, 20, 1997, 36–42.
DELOACHE, J. S., Representation and young children's use of scale models, Child development, 71, 2, 2000, p. 329–338.
DEVINE, A., FAWCETT, K., SZŰCS, D., AND DOWKER, A., Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety, Behaviour Brain Function, 8, 33, 2012.
DEW, K. H., GALASSI, J. P., & GALASSI, M. D., Math anxiety: Relation with situational test anxiety, performance, physiological arousal, and math avoidance behaviour, Journal of Counselling Psychology, 31, 4, 1984, p. 580–583.
DOWKER, A., SARKAR, A., & LOOI, C. Y., Mathematics anxiety: What have we learned in 60 years?, Frontiers in psychology, 7, 2016.
DREGER, R. M., & AIKEN JR, L. R., The identification of number anxiety in a college population, Journal of Educational psychology, 48, 6, 1957.
GIERL, M. J., & BISANZ, J., Anxieties and attitudes related to mathematics in grades 3 and 6,The Journal of experimental education, 63, 2,1995, p. 139–158.
GOUGH, O. P., Why failures in mathematics? Mathemaphobia: Causes and treatments, A Journal of Educational Strategies, Issues and Ideas, 28, 5, 1954, p. 290–294.
HEMBREE, R., The nature, effects, and relief of mathematics anxiety, Journal for research in mathematics education, 1990, p. 33–46.
HOPKO, D. R., MAHADEVAN, R., BARE, R. L., & HUNT, M. K., The abbreviated math anxiety scale (AMAS) construction, validity, and reliability, Assessment, 10, 2, 2003, p. 178–182.
HOPKO, D. R., MCNEIL, D. W., ZVOLENSKY, M. J., & EIFERT, G. H., The relation between anxiety and skill in performance-based anxiety disorders: A behavioural formulation of social phobia, Behaviour therapy, 32, 1, 2001, p. 185–207.
JAMESON, M. M., The development and validation of the Children’s Anxiety in Math Scale, Journal of Psychoeducational Assessment, 31, 4, 2013, p. 391–395.
JAMESON, M. M., The development and validation of the Children’s Anxiety in Math Scale, Journal of Psychoeducational Assessment, 31, 4, 2013, p. 391–395.
KRINZINGER, H., KAUFMANN, L., & WILLMES, K., Math anxiety and math ability in early primary school years, Journal of psycho educational assessment, 27, 3, 2009, p. 206–225.
MA, X., A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics, Journal for research in mathematics education, 30, 5, 1999, p. 520.
OTIS, A. S., Otis-Lennon School Ability Test: OLSAT, Psychological Corporation, 1988.
PRIMI, C., BUSDRAGHI, C., TOMASETTO, C., MORSANYI, K., & CHIESI, F., Measuring math anxiety in Italian college and high school students: validity, reliability and gender invariance of the Abbreviated Math Anxiety Scale (AMAS), Learning and Individual Differences, 34, 2014, p. 51–56.
RICHARDSON, F. C., & SUINN, R. M., The mathematics anxiety rating scale: psychometric data, Journal of counselling Psychology, 19, 6, 1972, p. 551.
REYNOLDS, C. R., RICHMOND, B. O., Revised Children’s Manifest Anxiety Scale–Second Edition (RCMAS-2): Manual, Los Angeles, CA: Western Psychological Services, 2008.
SUINN, R. M., & EDWARDS, R., The measurement of mathematics anxiety: The mathematics anxiety rating scale for adolescents MARS, A Journal of Clinical Psychology, 38, 3, 1982, p. 576–580.
SUINN, R. M., TAYLOR, S., & EDWARDS, R. W., Suinn mathematics anxiety rating scale for elementary school students (MARS-E): Psychometric and normative data, Educational and Psychological Measurement, 48, 4, 1988, p. 979–986.
VAHEDI, S., & FARROKHI, F.,A confirmatory factor analysis of the structure of abbreviated math anxiety scale, Iranian journal of psychiatry, 6, 2, 2011, p. 47.
VINCENT, D., AND CRUMPLER, M., Hodder Group Reading Tests 1-3 (II.), London, Hodder Education, 2007.
WECHSLER, D., Wechsler intelligence scale for children-revised, Psychological Corporation, 1974.
WILKINSON, G. S., & ROBERTSON, G. J., Wide Range Achievement Test Fourth Edition. Lutz, FL, Psychological Assessment Resources, 2006.
WREN, D. G., & BENSON, J., Measuring Test Anxiety in Children: Scale Development and Internal Construct Validation, Anxiety, Stress & Coping, 17, 2004, p. 227–240.
WU, S., AMIN, H., BARTH, M., MALCARNE, V., & MENON, V., Math anxiety in second and third graders and its relation to mathematics achievement, Frontiers in psychology, 3, 2012, p. 162.
