شناسایی عوامل مؤثر بر اضطراب ریاضی دانش آموزان: مرور سیستماتیک
محورهای موضوعی : روانشناسی تربیتینساء عزیزی قولانلو 1 , بهرنگ اسماعیلی شاد 2 *
1 - دانشگاه آزاد اسلامی واحد بجنورد
2 - استادیار گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران
کلید واژه: اضطراب ریاضی, دانش آموزان, مرور سیستماتیک ,
چکیده مقاله :
هدف از پژوهش حاضر شناسایی عوامل مؤثر بر اضطراب ریاضی دانش آموزان بود. روش پژوهش از لحاظ هدف توسعه ای و از لحاظ روش، کیفی از نوع روش مرور سیستماتیک بود. محیط پژوهش شامل کلیه مقالات منتشر شده در طی سال‌های 2023-2012 برای مقالات خارجی و 1401-1390 برای مقالات منتشر شده ایرانی بود و تعداد 35 مقاله پس از طی غربالگری بر اساس عنوان، چکیده و محتوا، انتخاب گردید. یافته ها نشان داد که این عوامل شامل 33 مؤلفه و به 3 دسته کلی تقسیم بندی شده اند؛ 1- عوامل شخصیتی (تأثیر توجه به تفاوت های فردی و علاقة دانش آموزان، عوامل مرتبط با خانواده، عوامل ژنتیکی جغرافیایی، جنسیت)، 2- عوامل آموزشی (مداخلات آموزشی و درمانی، ادراک جو کلاس، حمایت معلم ادراک شده، تأثیر آموزش مبتنی بر واقعیت افزوده، تأثیر آموزش یادگیری مغز محور، نوع ارزشیابی کمی و کیفی، آموزش در سایه، یادگیری مشارکتی، عوامل مرتبط با معلم، سبک تدریس، نگرش معلم)، 3- عوامل شناختی (توجه به کاربرد ریاضیات در زندگی، باورهای تحصیلی ریاضی و سرسختی تحصیلی، خودتنظیمی، انگیزة درونی و خودکارآمدی ریاضی، سواد دیجیتال، روش آموزشی طرح مسئله، حافظه کنشگر و خود پنداشت، باورهای فراشناختی، نظم جویی شناختی هیجان و توانایی حل مسئله، رویکردهای مطالعاتی، حرمت خود، سبک های یادگیری، خودکارآمدی، تاب آوری، درک ضعیف و مهارت های تحلیلی دانش آموزان، مسائل روانشناختی، فرایندهای الکتروفیزیولوژیکی مغزی، حافظه کاری).
The purpose of this research was to identify the factors affecting students' math anxiety. The research method was developmental in terms of purpose and systematic review method in terms of method. The research environment included all articles published during 2012-2023 for foreign articles and 1390-1401 for Iranian published articles, and 35 articles were selected after screening based on title, abstract and content. The findings showed that these factors include 33 components and are divided into 3 general categories; 1-Personality factors (the effect of paying attention to individual differences and students' relationships, family-related factors, geographical genetic factors, gender), 2-Educational factors (educational and therapeutic interventions, classroom atmosphere perception, perceived teacher support, the effect of based education Augmented reality, the effect of brain-based learning, the type of quantitative and qualitative evaluation, shadow training, collaborative learning, factors related to the teacher, teaching style, teacher's attitude), 3-cognitive factors (paying attention to the application of mathematics in life, mathematical academic beliefs and academic tenacity, self-regulation, intrinsic motivation and mathematical self-efficacy, digital literacy, educational method of problem solving, active memory and self-concept, metacognitive beliefs, cognitive regulation of emotion and problem-solving ability, study approaches, self-esteem, learning styles, self-efficacy, Resilience, poor understanding and analytical skills of students, psychological issues, brain electrophysiological processes, working memory).
Aghajani, Saifullah, Khormaee, Farhad, Rajabi, Saeed, and Rostamoqlikhiavi, Zahra. (2012). The relationship of self-esteem and self-efficacy to mathematical anxiety in students. Journal of School Psychology, 1(3), 6-26. [In Persian].
Ahmadi, Saeed, and Ahmadi, Majid. (2011). The relationship between mathematics anxiety and learning styles of students. Journal of Research in Curriculum Planning, 8(31), 89-102. [In Persian].
Alamolhodaei, Seyyed Hassan. (2018). Principles of mathematics education. Mashhad: Nashr Nama Publications. [In Persian].
Alipour Fathkoohi, Mohammad, Behzadi, Mohammad Hassan, Rasouli, Hamid, and Shahvarani Semnani, Ahmad. (2022). Identifying factors affecting students' mathematics learning with meta-synthesis technique and the opinions of mathematics education experts. Scientific Journal of Education and Evaluation, 15(57), 151-175. [In Persian].
Anarinejad, Abbas, Jashnesadeh, Marjan, and Zohoori Mehrizi, Haniyeh. (2022). Reducing anxiety using practical and interactive methods. Quarterly Journal of Education in Basic Sciences, 8(26), 26-35. [In Persian].
Asgharnejad, Najaf. (2021). Investigating the effect of digital literacy on math anxiety of first secondary students in Dehdasht city. Quarterly Journal of Education in Basic Science, 7(25), 75-91. [In Persian].
Balali, Mansour, Sadeghi, Jamal, and Homayouni, Alireza. (2021). The structural relationship between mathematical academic beliefs and mathematical anxiety: mediated by academic hardiness. Journal of Research in Educational Systems, 15(54), 104-114. [In Persian].
Barzegar Bafrooei, Kazem, Kavosian, Javad, Biyabani Aliabadi, Halima, and Khani, Raziye. (2015). The role of cognitive regulation of emotion and problem-solving ability in students' math anxiety. Journal of Cognitive Psychology, 3(3-4), 53-60. [In Persian].
Batiibwe, M. S., Nannyonga, B. K., Taliba, C., Nalule, R. M., & Puglia, C. (2020). Investigating math self-efficacy and math anxiety regarding gender, A-level math entry grade and mathematics achievement. J. Educ. Pract, 11(26), 41-53.
Bozorgpouri, Morvarid. (2015). Predicting math anxiety based on cognitive and metacognitive skills among math and experimental students in Ghom. The second national conference of psychology and educational sciences. 622-627. [In Persian].
Buckley, S., Reid, K., Goos, M., Lipp, O. V., & Thomson, S. (2016). Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience. Australian Journal of Education, 60(2), 157-170.
Daneshamooz, Saeed, Alamolhodaei, Seyyed Hassan, and Radmehr, Farzad. (2011). Investigating individual differences in accuracy, anxiety and math attitude and its effect on students' math performance. The first national conference on cognitive science findings in education, 353-363. [In Persian].
Deleg, A. Zanabazar, A & Ravdan, M. (2023). Relationships Between Mathematics Anxiety, Mathematical Performance, and Teacher-Related Factors. 130–141
Escalera-Chávez, M. E., Moreno-García, E., García-Santillán, A., & Rojas-Kramer, C. A. (2017). Factors that promote anxiety toward math on high school students. Eurasia Journal of Mathematics, Science and Technology Education, 13(1), 189-199.
Espino, M., Pereda, J., Recon, J., Perculeza, E., & Umali, C. (2017). Mathematics Anxiety and Its Impact on the Course And Career Choice of Grade 11 Students. International Journal of Education, Psychology and Counselling, 2(5), 99-119.
Estonanto, A. J. J., & Dio, R. V. (2019). Factors causing mathematics anxiety of senior high school students in calculus. Asian Journal of Education and e-Learning, 7(01), 37-47.
Fan, X., Hambleton, R. K., & Zhang, M. (2019). Profiles of mathematics anxiety among 15-year-old students: A cross-cultural study using multi-group latent profile analysis. Frontiers in Psychology, 10, 1-9.
Ghadampour, Ezatollah, Heidaryani, Leila, Barzegarbafrooei, Mehdi, Ghaffar Nasiri, Hanis, and Mohammadi Raygani, Mahshid. (2019). The mediating role of pointer memory and mathematical self-concept in relationship between mathematical anxiety and mathematical performance in students, Journal of Psychological Sciences, 18(83), 2211-2203. [In Persian].
Ghahremani, Parvaneh, Monirpour, Nader, and Zargham Hajebi, Majid. (2021). Presenting a model of relationships between classroom perception, self-regulation, students and math anxiety in high school students. Society for the Sociology of Education, 7(2), 320-333. [In Persian].
Ghareghani, Yaghoub and Saif, Diba. (2018). Prediction of math anxiety dimensions based on metacognitive beliefs among gifted high school students. Journal of Training & Learning Researches, 15(1), 1-9. [In Persian].
Gharibi, Hassan, and Baharizar, Kifsan. (2015). The effectiveness of teaching problem solving skills on academic self-regulation and students' math anxiety. Scientific-Research Journal of Education and Evaluation, 8 (32), 61-78. [In Persian].
Ghasempour, Zahra. (2021). The effect of implementing structured and semi-structured activities of mathematical problem posing on performance and reducing students' mathematical anxiety. Research in Mathematics Education, 2(2), 1-14. [In Persian].
Gholamitooranposhti, Marziyeh, and Rahnamazarbijari, Bita. (2022). Meta-analysis of the effectiveness of educational and therapeutic interventions on mathematical anxiety. Scientific quarterly research in school and virtual learning. 10(1), 35-46. [In Persian].
Hajhosseini, Mansoureh, Kousheh, Tayebeh, Gholamali Lavasani, Massoud, and Morseli, Mohammad Hassan. (2016). The effect of cooperative learning on anxiety, attitude and academic progress in mathematics. Applied Psychological Research Quarterly, 7(4), 117-132. [In Persian].
Jalali, Soghra, Pourshafei, Hadi, and Daneshmand, Badrosadat. (2019). The effect of brain-based learning on the anxiety and academic performance of seventh grade female students in mathematics. Journal of School Psychology, 8(4), 41-59. [In Persian].
Kashani, Fahimeh, Sadoughi, Majid and Kiani, Massoud. (2021). The relationship between perceived teacher support and academic performance in mathematics: the mediating role of intrinsic motivation, anxiety and mathematics self-efficacy. Quarterly Journal of New thoughts on Education, 17(3), 147-169.
Kazeleskis, R. (1998). Some dimesions of mathematics anxiety: A factor analysis across instruments. Educational and Psychological Measurement, 58, 623-633.
Lau, N. T., Hawes, Z., Tremblay, P., & Ansari, D. (2022). Disentangling the individual and contextual effects of math anxiety: A global perspective. Proceedings of the National Academy of Sciences, 119(7), 1-11.
Malanchini, M., Rimfeld, K., Wang, Z., Petrill, S. A., Tucker-Drob, E. M., Plomin, R., & Kovas, Y. (2020). Genetic factors underlie the association between anxiety, attitudes and performance in mathematics. Translational psychiatry, 10(1), 12.
Maloney, E. A., & Beilock, S. L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in Cognitive Sciences, 16(8), 404- 406.
Mirzaei, Khalil, and Sanaeizavareh, Mahboobeh. (2018). Investigating the effect of quantitative and qualitative evaluation on the level of math anxiety of female high school students in Gharve city in the academic year of 2016-2017. National Conference on New World Achievements in Education, Psychology, Law and Cultural-Social Studies, 1-11. [In Persian].
Mollabahrami, Javad. (2014). Predicting math performance based on math anxiety, procrastination and early maladaptive schemas in theoretical first year students. Master's thesis, Shahid Madani University of Azerbaijan. [In Persian].
Mutlu, Y. (2019). Math Anxiety in Students with and without Math Learning Difficulties. International Electronic Journal of Elementary Education, 11(5), 471-475.
Pour Ghaz, Shirin, Toomaj, Abdoljalal, and Razaghyian Garmroudi, Zahra. (2020). The effect of augmented reality education on math anxiety and academic enthusiasm of students. Quarterly Journal of Education in Basic Sciences, 6(18), 1-15. [In Persian].
Rakhshandeh Abarghouee, Maryam, and Makarizadeh, Fereshteh. (2020). Math anxiety and its relationship with the academic failure of primary school students in Farse province. Journal of Research in Psychology and Education, 4(11), 45-61. [In Persian].
Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational psychologist, 53(3), 145-164.
Rozgonjuk, D., Kraav, T., Mikkor, K., Orav-Puurand, K., & Täht, K. (2020). Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning. International Journal of STEM Education, 7(1), 1-11.
Schleepen, T. M., & Van Mier, H. I. (2016). Math anxiety differentially affects boys’ and girls’ arithmetic, reading and fluid intelligence skills in fifth graders. Psychology, 7(14), 1911-1920.
Sevey, B. C. (2012). Mathematics anxiety, working memory, and mathematics performance: Effectiveness of a working memory intervention on reducing mathematics anxiety (Doctoral dissertation, Miami University).
Shakibaei, Zohreh. (2017). Examining the role of shadow training on high school students' math anxiety. Quarterly Educational Management Research, 9(1), 51-62. [In Persian].
Soleymani, Bahareh, and Rakabdar, Ghasem. (2010). The relationship between perfectionism dimensions and basic mathematical skills of students. Quarterly Journal Educational Psychology, 1(3), 7-17. [In Persian].
Soleymani, Bahareh, and Rakabdar, Ghasem. (2013). Investigating the relationship between study approaches and math academic achievement with the mediating role of math anxiety. Quarterly Education and Evaluation, 6(21), 63-77. [In Persian].
Suárez-Pellicioni, M., Núñez-Peña, M. I., & Colomé, À. (2016). Math anxiety: A review of its cognitive consequences, psychophysiological correlates, and brain bases. Cognitive, Affective, & Behavioral Neuroscience, 16, 3-22.
Trigueros, R., Aguilar-Parra, J. M., Mercader, I., Fernández-Campoy, J. M., & Carrión, J. (2020). Set the controls for the heart of the maths. The protective factor of resilience in the face of mathematical anxiety. Mathematics, 8(10), 1-11.
Yarmohammadi Vasel, Mosayeb. (2010). Factors predicting math anxiety and its relationship with math academic failure. Quarterly Educational Psychology, 5(14), 19-38. [In Persian].
Zanabazar, A., Deleg, A., & Ravdan, M. (2023). A study of factors causing math anxiety among undergraduate students. International Journal of Innovative Research and Scientific Studies, 6(3), 578-585.
Zhang, J., Zhao, N., & Kong, Q. P. (2019). The relationship between math anxiety and math performance: A meta-analytic investigation. Frontiers.