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1.
焦虑是年轻人中存在的较为普遍的问题。焦虑会导致身体和精神症状,教育工作者必须认识到学生的这些症状。心理健康问题的耻辱感会使学生很难得到支持和治疗。开展“反脆弱性”教育是教育者在课堂上帮助学生解决焦虑的一种方法。“反脆弱性”教育包括教会学生理解他们的大脑对压力的反应以及如何训练他们的大脑来中断焦虑。注意呼吸和倾听是帮助学生自我调节的两种策略。“反脆弱性”课程是为学生提供有助于减缓焦虑和压力的工具。 相似文献
2.
Students’ academic achievement in courses with a high mathematical content can be affected by their levels of trait, math and test anxiety. In this study, 180 university students were assessed on these types of anxiety and the relationships between them and students’ performance were evaluated. Higher levels of math anxiety were related to a low academic achievement, but a high level of test anxiety was related only to an increase in the number of errors. Moreover, although women reported higher levels of trait, math and test anxiety than their male peers, their academic achievement was similar. We conclude that math anxiety is the main emotional factor that can affect students’ performance in these courses and some proposals to help highly math-anxious students are discussed. 相似文献
3.
To understand student learning in undergraduate quantitative communication research methods course, this study examined relationships between perceptions of course topic difficulty, course topic understanding, and their relationship with students’ level of math anxiety, need for cognition, and learning strategies. A total of 196 participants voluntarily took part in this study. Results revealed that a higher level of math anxiety leads to a higher level of perceived learning difficulty for topics in the course and leads to a lower level of content understanding of the topics. For topics related to “Research Methods and Measurement,” a higher level of need for cognition results in a lower level of perceived learning difficulty and results in a higher level of content understanding. Use of critical thinking learning strategy has a significantly positive effect on perceived content understanding of topics related to “Research Methods and Measurement,” as does elaboration learning strategy on that of “Statistics.” 相似文献
4.
Marcia R. Laugerman Kevin P. Saunders 《Decision Sciences Journal of Innovative Education》2019,17(4):387-404
While statistics is an essential topic for business students, many students experience barriers to successful learning due to anxiety, motivation, or difficulty with quantitative understanding. This research examines the use of online videos with an effort to explore the relationship between student characteristics, video usage, and course performance measures. In addition, the study examines student perceptions of the supplemental resources in an effort to examine the efficacy related to student learning and performance. This study seeks to confirm previous research regarding the benefit of supplemental video resources and extend the knowledge base by understanding the impact for various types of students (e.g., level of course, level of previous academic performance, etc.). The study found that the use of the video resources varies based on students’ previous math performance and the difficulty of the material. Student ratings indicate that the videos were helpful in learning the content and that they provided an important resource when students needed additional tools to master the material. Analysis of the results provides implications for understanding how different students use online videos and offers recommendations for educators and researchers about how to enhance student success in difficult statistics coursework. 相似文献
5.
Previous research suggests that in classes that take an integrated approach to science, technology, engineering, and math (STEM) education, students tend to engage in fulfilling goals of their engineering design challenges, but only inconsistently engage with the related math and science content. The present research examines these inconsistences by focusing on student engagement, or effort, towards math and science concepts while working on an engineering challenge, through the lens of expectancy-value theory. Specifically, we examine how students’ perceptions of the value of math and science and expectancy for success with the math and science relate to the efforts they put towards using math and science while working on engineering challenges. Our results suggest that subjective task value significantly predicts efforts towards both math and science, whereas neither expectancy, nor the interaction between expectancy and value predicted effort. We argue that integrated learning environments need to help students understand how the domains of math, science, and engineering support their work in fulfilling the engineering project design goals. In other words, we argue that we, as educators, must help students to recognise the value of each of the domains addressed within STEM integrated learning environments. This paper discusses strategies for accomplishing this goal. 相似文献
6.
Astrid Steele Christine Brew Carol Rees Sheliza Ibrahim-Khan 《Journal of Science Teacher Education》2013,24(1):111-131
Since many preservice teachers (PTs) display anxiety over teaching math and science, four PT educators collaborated to better understand the PTs’ background experiences and attitudes toward those subjects. The research project provided two avenues for professional learning: the data collected from the PTs and the opportunity for collaborative action research. The mixed method study focused on: the relationship between gender and undergraduate major (science versus non-science) with respect to previous and current engagement in science and math, understanding the processes of inquiry, and learning outside the classroom. A field trip to a science center provided the setting for the data collection. From a sample of 132 PTs, a multivariate analysis showed that the science major of PTs explained most of the gender differences with respect to the PTs’ attitudes toward science and mathematics. The process of inquiry is generally poorly interpreted by PTs, and non-science majors prefer a more social approach in their learning to teach science and math. The four educators/collaborators reflect on the impacts of the research on their individual practices, for example, the need to: include place-based learning, attend to the different learning strategies taken by non-science majors, emphasize social and environmental contexts for learning science and math, be more explicit regarding the processes of science inquiry, and provide out-of-classroom experiences for PTs. They conclude that the collaboration, though difficult at times, provided powerful opportunities for examining individual praxis. 相似文献
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The authors argue that students in counseling practicum courses experience many self‐defeating thoughts and anxieties. These worries can impede their performance as new counselors and can have a negative impact on the supervision process. The authors outline innovative methods used by cognitive therapists to address this anxiety. In addition, a model is presented for counselor educators to use cognitive restructuring techniques as a supervision tool. Summary Throughout their studies, counseling graduate students face many possible fears and anxieties that arise from their classroom experiences. The greatest fears and anxieties seem to be related to the counseling practicum experience. This experience is one in which students may feel incompetent, vulnerable, and unskilled as they begin to put their classroom knowledge and experiences into practice. If these fears and anxieties persist, students have a hard time making progress in the area of the counseling relationship and skill building. We have examined how practicum students' fears and anxieties might be addressed, using cognitive interventions. Such interventions allow students to take irrational thoughts and change them to rational thought patterns. This is accomplished by asking students to state their fears verbally, to think about the effects of the fears and the consequences, to think about intervening beliefs and thoughts, and to restate the fears in a rational manner. Our experience suggests that cognitive interventions are useful strategies to help practicum students combat fears and anxieties. Further research might examine the use of other behavioral interventions to address these fears. For example, does role‐playing a counseling technique in supervision make a student less anxious about applying it in a real counseling session? In summary, fear and anxiety can impede the preparation of counselors during their practicum experiences. Understanding the underlying thoughts that cause these fears can help students overcome self‐defeating thought patterns. Cognitive restructuring techniques have been shown to reduce tension and can be used with counseling practicum students to help relieve performance and supervision anxiety. 相似文献
8.
Environmental and individual factors are regarded as powerful predictors of math anxiety. However, their joint contribution to predicting math anxiety has not been thoroughly explored. To address this, two studies were conducted to examine how parental educational involvement and teacher support related to math evaluation anxiety and learning math anxiety concurrently (Study 1) and longitudinally (Study 2) and whether the effect of parental educational involvement and teacher support on math anxiety needed to go through math learning involvement. Third-grade students (Study 1: N = 1780, Study 2: N = 1850) from three public elementary schools participated in the studies. Concurrent analyses revealed that higher parental educational involvement and teacher support were associated with higher math learning involvement and lower math anxiety. Moreover, math learning involvement partially mediated the relation between parental educational involvement and math evaluation anxiety, teacher support and math evaluation anxiety, teacher support and learning math anxiety, but fully mediated the relation between parental educational involvement and learning math anxiety. Longitudinally, robust associations were found between current parental educational involvement, current teacher support, and subsequent learning math anxiety. But similar patterns did not emerge in math evaluation anxiety. Specifically, the direct effect of parental educational involvement and teacher support on math evaluation anxiety was not significant. These findings suggested the importance of taking into account the dimension of math anxiety when understanding the mechanisms of math anxiety from a dynamic developmental perspective. We demonstrate areas that need improvement and suggest possible future directions. 相似文献
9.
学业焦虑是学生在学业情境中较为常见的消极情绪状态。本文运用元分析方法探究中国中学生学业焦虑与学习成绩的关系状态及其影响因素。研究发现，学业焦虑与学习成绩之间的关系显著，学习成绩获取途径和学科类型对二者之间的关系有显著的调节作用。主效应显著的研究发现支持学业情绪控制价值理论和认知动机理论的核心观点，同时提示教育工作者不能忽视学业焦虑对学生学习成绩的负面影响，建议通过培养学生的健康人格、指导家庭教育方式、改革成绩排名方式、建立同辈互助小组等举措帮助学生减少学业焦虑。学习成绩获取途径的调节效应显著，提示教育研究者在开展相关研究时，最好根据学生成绩单上报告的学习成绩进行科学计算；学科类型的调节效应显著，提示教育工作者在开展中学生学业焦虑干预时，应该重点关注英语和数学两门学科。 相似文献
10.
Meryl A. C. Herr 《Christian Higher Education》2016,15(4):200-214
Institutions of Christian higher education are charged with helping students steward their current callings and prepare for future callings (Plantinga, 2002). Subjective knowledge, or knowledge of self, plays an important role in this sort of vocational discernment. John Dirkx's “soul work” can help educators lead their students to a deeper understanding of themselves. Soul work does not require additional course content but rather heightened attentiveness to the emotional reactions of students as they engage both course material and their colleagues in a learning environment. This article introduces faculty in Christian higher education to soul work and equips them to apply relevant concepts to their pedagogy. 相似文献
11.
Heidi L. Hollingsworth Mary Knight-McKenna 《Journal of Early Childhood Teacher Education》2013,34(4):312-327
ABSTRACTChildren’s early numeracy knowledge predicts later academic performance, yet many children do not experience optimal math instruction. This study investigated the impact of academic service-learning (ASL) in an early childhood teacher preparation math course and answered the following research question: Was the ASL experience effective in improving students’ dispositions and self-efficacy for teaching early math? Participants included nine undergraduates in an early childhood teacher preparation course and thirteen 2- to 5-year-old children from ten culturally and linguistically diverse families. Results of this mixed-methods study indicated the university students expressed considerable math anxiety near the beginning of the course, yet they believed in the importance of math and aspired to support children’s math. Students articulated challenges and assumptions related to supporting early math. A key finding was that, across the ASL experience, students experienced a shift away from anxiety and toward self-efficacy for teaching math and a disposition to advocate for early math. Children’s math knowledge was also assessed and was significantly higher post-ASL than pre-ASL. The article concludes with a discussion of the obligation of early childhood teacher preparation programs to address possible math anxiety among preservice teachers and provide experiences that help students build self-efficacy for teaching math. 相似文献
12.
A. McKinzie Sutter Jenny M. Dauer Cory T. Forbes 《International Journal of Science Education》2018,40(9):1058-1075
One aim of science education is to develop scientific literacy for decision-making in daily life. Socio-scientific issues (SSI) and structured decision-making frameworks can help students reach these objectives. This research uses value belief norm (VBN) theory and construal level theory (CLT) to explore students’ use of personal values in their decision-making processes and the relationship between abstract and concrete problematization and their decision-making. Using mixed methods, we conclude that the level of abstraction with which students problematise a prairie dog agricultural production and ecosystem preservation issue has a significant relationship to the values students used in the decision-making process. However, neither abstraction of the problem statement nor students’ surveyed value orientations were significantly related to students’ final decisions. These results may help inform teachers’ understanding of students and their use of a structured-decision making tool in a classroom, and aid researchers in understanding if these tools help students remain objective in their analyses of complex SSIs. 相似文献
13.
Molly M. Jameson 《Journal of Experimental Education》2013,81(4):518-536
As the United States falls farther behind other countries in standardized math assessments, the author seeks to understand why U.S. students perform so poorly. One of the possible explanations to U.S. students’ poor math performance may be math anxiety. However, math anxiety in elementary school children is a neglected area in the research. The author aimed to close the gap in knowledge about math anxiety in children by examining contextual factors related to math anxiety in second-grade children. The author used the theory of triadic reciprocity as the theoretical model in this study in which children (n = 91) and their parents (n = 81) completed a series of self-report measures on math anxiety, math self-concept, reading self-concept, math self-efficacy, and aspects of the home math environment. Results indicated that the strongest predictor of math anxiety in second-grade children was their level of math self-concept. The addition of environmental factors did not significantly increase the amount of variance explained in math anxiety. 相似文献
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15.
Mary Antony Bair 《Educational studies》2016,42(5):450-464
While there are numerous calls to enhance the professionalism of teachers, there is little empirical research in the United States that examines educators’ understanding of the concept. This comparative case study compared the conceptualisation of professionalism by faculty and students in a college of education vis-à-vis the conceptualisation of the construct by faculty and students in a college of nursing and a school of social work. Findings revealed that notions of professionalism expressed by educators can be characterised as restricted, by nurses as status professionalism, and by social workers as activist professionalism. The findings suggest that in order to empower teachers to be full professionals, a deliberate attention to the development of their professionalism is needed. 相似文献
16.
Erin A. Maloney Stephanie Waechter Evan F. Risko Jonathan A. Fugelsang 《Learning and individual differences》2012,22(3):380-384
Decades of research have demonstrated that women experience higher rates of math anxiety – that is, negative affect when performing tasks involving numerical and mathematical skill – than men. Researchers have largely attributed this sex difference in math anxiety to factors such as social stereotypes and propensity to report anxiety. Here we provide the first evidence that the sex difference in math anxiety may be due in part to sex differences in spatial processing ability. In Study 1, undergraduate students completed questionnaires assessing their level of math anxiety and their aptitude and preference for processing spatial configurations and schematic images. The results support the hypothesis that the relation between sex and math anxiety is mediated by spatial processing ability. In Study 2, we replicate these results with a more diverse sample of adults. Implications for the prevention and remediation of math anxiety and math anxiety-related achievement deficits are discussed. 相似文献
17.
Ken R. Lodewyk 《教育心理学》2018,38(4):487-501
Trait personality has been associated with achievement and many of its related outcomes in settings such as education, health, physical activity and sport. Scant trait personality research has been performed among school-age students in physical education, so this study investigates relations between the six-dimension (HEXACO) model of trait personality and anxiety, self-efficacy and intentions to exercise as a function of gender in 316 high school physical education students. Students completed validated measures of these constructs. Results revealed that trait personality (particularly the social self-esteem aspect of extraversion) predicted lower anxiety and higher self-efficacy and intentions to exercise in both females and males. Openness to experience was predictive of both anxiety and lowered self-efficacy in females. It appears that physical educators should consider the role of the HEXACO personality traits and sub-traits in their students and potentially differentiate instruction to better accommodate students who are more vulnerable. From this study, it appears that students who are less extraverted and females who are more open to experience may be at be more at risk for anxiety and lower self-efficacy in physical education which may compromise their intentions to exercise. 相似文献
18.
The main aim of the current research was to identify the similarities and differences in learning patterns used by secondary school, high school and college students. There were 8,072 participants and they responded to the Chinese version of Inventory of Learning Styles (ILS) online. Findings show that the three groups of students were significantly different in their adoption of learning patterns; the dimensionalities of learning patterns observed in secondary school and high school students were similar, but were different from those of college students; these students’ learning patterns differed from each other in relation to personal characteristics (i.e. gender and age), but tended to have similar strong relationships with parents’ education level and parents’ jobs. This study contributes to the understanding of the learning patterns characterized by school and college students. By acknowledging this, educators can help to develop better support for students in adapting to new study environments. 相似文献
19.
Most college students experience stress and an increasing number also experience anxiety. This stress and anxiety has negative impacts on academic performance, as well as psychological well-being. In the K–12 setting, social-emotional learning (SEL) interventions have been consistently associated with improvements in outcomes related to stress and anxiety. However, little to no research has been conducted on effective ways for college instructors to help students in this area utilizing SEL. We developed a semester-long SEL program as an easy-to-implement and scientifically driven program to address this striking void. In statistics courses at two separate institutions (N?=?46), students completed weekly activities that fostered SEL-based skills and mindsets conducive to alleviating anxiety and appraising stressors in a productive manner. In our exploratory analyses, we empirically assessed the efficacy of our program utilizing a number of pre- and post- measures, including stress appraisal and various dimensions of anxiety. Significant improvements were noted in students’ ability to appraise stressors as positive challenges, rather than threats. Noteworthy improvements were also seen in students’ ability to recognize the resources available to help them cope with stressors, as well as decreases in math anxiety. These preliminary findings demonstrate that SEL programs implemented in a college setting have the potential to impact students’ psychological well-being and, in turn, their academics. 相似文献
20.
数学焦虑是由数学问题和情境引发的一系列自我强迫和紧张,接近精神病学中的焦虑症状.在深入了解我国中小学数学教育现状的基础上分析其成因,着重讨论教师观念上的错误和教学行为的不当,提出帮助学生克服数学焦虑的若干建议. 相似文献