乡镇小学生的数学焦虑与数学成绩:数学自我效能感和数学元认知的链式中介作用

采用儿童数学焦虑量表、小学生数学学习自我效能感量表和小学生数学元认知问卷，对508名乡镇中、高年级小学生进行测量，并运用结构方程模型探讨数学焦虑影响数学成绩的内在作用机制。结果发现：（1）数学焦虑显著负向预测数学自我效能感、数学元认知和数学成绩，数学自我效能感显著正向预测数学元认知和数学成绩，数学元认知显著正向预测数学成绩；（2）在数学焦虑对数学成绩的预测中，数学自我效能感和数学元认知均发挥了部分中介作用；（3）数学自我效能感和数学元认知在数学焦虑和数学成绩之间起链式多重中介的作用。因此，数学焦虑除了直接作用于小学生的数学成绩，还可通过数学自我效能感或数学元认知间接影响数学成绩，而且可通过数学自我效能感进而通过数学元认知间接影响数学成绩。文章讨论了上述发现的理论及教育实践含义。

Relationship between Math Anxiety and Mathematical Achievement in Township Pupils: The Chain Mediating Roles of Mathematical Self-efficacy and Metacognition

Numerous studies have focused on factors that affect math performance, and how to improve skills and strategies related to mathematics. Math anxiety, mathematical learning self-efficacy and metacognition are looked as individual factors relatively close to mathematical performances. The aim of the present study was to explore the potential mechanisms of the association between math anxiety and mathematical achievement. We hypothesized that mathematical self-efficacy and metacognition may mediate the relationship between math anxiety and mathematical achievement. 508 adolescents were recruited in township and completed Children's Math Anxiety Scale, Primary School Students' Mathematics Learning Self-Efficacy Scale, and Pupils Mathematical Metacognition Questionnaire. Based on social cognitive theory and suppression anxiety model, a multi-mediator model was constructed, and the mediating roles of mathematical self-efficacy and metacognition between math anxiety and mathematical achievement were analyzed by AMOS 17.0.The results showed that:(1) Math anxiety could negatively predict mathematical achievement; (2) Both metacognition and mathematical self-efficacy played partial mediating roles in the relationship between math anxiety and mathematical achievement; (3)Math anxiety affected mathematical achievement through the chain mediating roles of mathematical self-efficacy and metacognition. In summary, the above findings contribute to understand the complex mechanism between math anxiety and mathematical achievement. Mathematical self-efficacy and metacognition may be crucial factors in the link of math anxiety and mathematical achievement. Future research should be more comprehensive to explore the factors affecting mathematical achievements, and to further reveal the internal mechanisms.