{"title":"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","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":"{\"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}","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}
The interplay between math performances, spatial abilities, and affective factors: The role of task
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.
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