Four hundred and thirty-eight first- and second-grade students and their primary caregivers participated in the study. Children were assessed in math achievement and math anxiety at both the beginning and end of the school year. As a control, the team also assessed reading achievement, which they found was not related to parents’ math anxiety.
来自438个家庭的孩子和家长参与了这项研究,孩子都是小学一、二年级学生。学年开始时,研究者们记录了每个孩子的数学能力和“数学焦虑”程度(math anxiety),学年结束时,又重测了一遍这些指标;此外,研究者们还记录了孩子的阅读能力,作为对照指标(父母的“数学焦虑”不影响子女阅读能力的发展)。
Parents completed a questionnaire about their own nervousness and anxiety around math and how often they helped their children with math homework.
同时,这些孩子的父母需要完成一份问卷,这份问卷测量了父母的“数学焦虑”程度,以及父母辅导孩子数学功课的频率。
The researchers believe the link between parents’ math anxiety and children’s math performance stems more from math attitudes than genetics.
研究者们认为,父母具有“数学焦虑”,对子女数学成绩的影响,更多地是由于(畏惧数学的)态度在起作用,而非遗传在起作用。
“Although it is possible that there is a genetic component to math anxiety,” the researchers wrote, “the fact that parents’ math anxiety negatively affected children only when they frequently helped them with math homework points to the need for interventions focused on both decreasing parents’ math anxiety and scaffolding their skills in homework help.”
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