The interplay between math performances, spatial abilities, and affective factors: The role of task

IF 3.4 Q2 NEUROSCIENCES Trends in Neuroscience and Education Pub Date : 2023-09-15 DOI:10.1016/j.tine.2023.100211

Sarit Ashkenazi, Hagar Velner

{"title":"The interplay between math performances, spatial abilities, and affective factors: The role of task","authors":"Sarit Ashkenazi, Hagar Velner","doi":"10.1016/j.tine.2023.100211","DOIUrl":null,"url":null,"abstract":"<div><p>Many studies have suggested that cognitive and affective abilities (such as math anxiety- MA and math self-efficacy) explain individual differences in math.</p></div><div><h3>Purpose</h3><p>The present study explores the interplay between MA, math self-efficacy, spatial anxiety and spatial abilities in explaining individual differences on two complex math tasks.</p></div><div><h3>Procedures</h3><p>Ninety-three college students took part in the experiment and completed 3 emotional questionnaires, in addition to 2 math tasks and a mental rotation task.</p></div><div><h3>Findings</h3><p>The interplay between math performances and cognitive and affective factors is related to task demand. MA and spatial abilities affected math performances directly, regardless of task. Spatial anxiety had only an indirect effect on math performances via MA, regardless of task.</p></div><div><h3>Conclusions</h3><p>These finding suggest that for math performances, contrary to MA, real spatial abilities rather than perceived spatial anxiety play a significant role in explaining individual differences. Hence, the present result dissociates cognitive and emotional factors.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Trends in Neuroscience and Education","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2211949323000145","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NEUROSCIENCES","Score":null,"Total":0}

引用次数: 0

Abstract

Many studies have suggested that cognitive and affective abilities (such as math anxiety- MA and math self-efficacy) explain individual differences in math.

Purpose

The present study explores the interplay between MA, math self-efficacy, spatial anxiety and spatial abilities in explaining individual differences on two complex math tasks.

Procedures

Ninety-three college students took part in the experiment and completed 3 emotional questionnaires, in addition to 2 math tasks and a mental rotation task.

Findings

The interplay between math performances and cognitive and affective factors is related to task demand. MA and spatial abilities affected math performances directly, regardless of task. Spatial anxiety had only an indirect effect on math performances via MA, regardless of task.

Conclusions

These finding suggest that for math performances, contrary to MA, real spatial abilities rather than perceived spatial anxiety play a significant role in explaining individual differences. Hence, the present result dissociates cognitive and emotional factors.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

数学成绩、空间能力和情感因素之间的相互作用:任务的作用

许多研究表明，认知和情感能力（如数学焦虑-MA和数学自我效能感）可以解释数学中的个体差异。目的本研究探讨了MA、数学自我效能感、空间焦虑和空间能力在解释两项复杂数学任务的个体差异方面的相互作用。93名大学生参加了实验，完成了3份情绪问卷，另外还有2份数学任务和1份心理旋转任务。发现数学表现与认知和情感因素之间的相互作用与任务需求有关。无论任务如何，文学硕士和空间能力都会直接影响数学表现。无论任务如何，空间焦虑通过MA对数学成绩只有间接影响。结论对于数学表现，与MA相反，真实的空间能力而不是感知的空间焦虑在解释个体差异方面起着重要作用。因此，目前的结果将认知和情感因素分离开来。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊