Math self-efficacy, not emotional self-efficacy, mediates the math anxiety-performance relationship in undergraduate students

James J Palestro, M. Jameson
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引用次数: 5

Abstract

A clear inverse relationship exists between efficacy and anxiety and anxiety and performance in mathematics. However, efficacy is domain- and task-specific, so the role that specific types of efficacy play in the anxiety-performance relationship is less clear. Emotional self-efficacy moderates this relationship in children, but research has not yet examined its role with math anxiety and performance in undergraduate students who have more developed emotional regulation. Further, understanding the role of self-efficacy for different tasks (i.e., efficacy for math versus for emotion regulation) is important to understanding math anxiety and how to intervene for math anxious individuals. Therefore, the purpose of the current study was to explore the moderating and/or mediating role of both math self-efficacy and emotional self-efficacy in undergraduate students using indirect effects analyses. One hundred and fifteen students at a mid-sized state university in the Midwest United States completed self-report measures of emotional self-efficacy, math self-efficacy, and math anxiety before completing a standardized measure of math performance. Results of indirect effects analyses determined that math self-efficacy had an indirect effect on the anxiety-performance relationship while emotional self-efficacy had neither indirect nor moderating effects on the math anxiety-performance relationship.
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数学自我效能感在大学生数学焦虑-成绩关系中起中介作用,而非情绪自我效能感
数学效能与焦虑、焦虑与数学成绩之间存在明显的负相关关系。然而,效能感是特定领域和任务的,因此特定类型的效能感在焦虑-绩效关系中所起的作用尚不清楚。情绪自我效能在儿童中调节了这种关系,但尚未有研究调查其在情绪调节能力较强的本科生中对数学焦虑和数学成绩的影响。此外,了解自我效能在不同任务中的作用(即数学效能与情绪调节效能)对于理解数学焦虑以及如何干预数学焦虑个体具有重要意义。因此,本研究的目的是通过间接效应分析,探讨大学生数学自我效能感和情绪自我效能感的调节和/或中介作用。美国中西部一所中等规模州立大学的115名学生在完成数学成绩的标准化测量之前完成了情绪自我效能、数学自我效能和数学焦虑的自我报告测量。间接效应分析结果表明,数学自我效能感对数学焦虑-成绩关系有间接影响,而情绪自我效能感对数学焦虑-成绩关系既没有间接影响,也没有调节作用。
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来源期刊
Cognition, Brain, Behavior. An Interdisciplinary Journal
Cognition, Brain, Behavior. An Interdisciplinary Journal Psychology-Experimental and Cognitive Psychology
CiteScore
0.90
自引率
0.00%
发文量
14
期刊介绍: Cognition, Brain, Behavior. An Interdisciplinary Journal publishes contributions from all areas of cognitive science, focusing on disciplinary and interdisciplinary approaches to information processing and behavior analysis. We encourage contributions from the following domains: psychology, neuroscience, artificial intelligence, linguistics, ethology, anthropology and philosophy of mind. The journal covers empirical studies and theoretical reviews that expand our understanding of cognitive, neural, and behavioral mechanisms. Both fundamental and applied studies are welcomed. On occasions, special issues will be covering particular themes, under the editorship of invited experts.
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