文献类型：期刊文献

英文题名：How mathematics anxiety affects students' inflexible perseverance in mathematics problem-solving: Examining the mediating role of cognitive reflection

作者：Jiang, Ronghuan[1];Liu, Ru-de[1];Star, Jon[2];Zhen, Rui[3];Wang, Jia[4];Hong, Wei[1];Jiang, Shuyang[1];Sun, Yan[1];Fu, Xinchen[1]

第一作者：Jiang, Ronghuan

通讯作者：Liu, RD[1]

机构：[1]Beijing Normal Univ, Fac Psychol, Room 1412, Beijing 100875, Peoples R China;[2]Harvard Grad Sch Educ, Cambridge, MA USA;[3]Hangzhou Normal Univ, Inst Psychol Sci, Hangzhou, Zhejiang, Peoples R China;[4]Beijing Union Univ, Teachers Coll, Beijing, Peoples R China

第一机构：Beijing Normal Univ, Fac Psychol, Room 1412, Beijing 100875, Peoples R China

通讯机构：[1]corresponding author), Beijing Normal Univ, Fac Psychol, Room 1412, Beijing 100875, Peoples R China.

年份：2021

卷号：91

期号：1

起止页码：237-260

外文期刊名：BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY

收录：;Scopus(收录号：2-s2.0-85087221486);WOS:【SSCI(收录号:WOS:000542732700001)】；

基金：We thank all the teachers from Beijing Normal University and Beijing Union University for their help with data collection. We thank all the students for participating in the present study.

语种：英文

外文关键词：cognitive reflection; inflexibility; mathematics anxiety; perseverance; strategy flexibility; strategy use

摘要：Background Too many students persevere in relying upon one (sometimes suboptimal) strategy for solving a wide range of problems, even when they know more efficient strategies. Although many studies have mentioned such phenomena, few studies have examined how emotional factors could affect this type of inflexible perseverance in strategy use. Aims To examine whether mathematics anxiety could affect students' inflexible perseverance in strategy use and whether this effect could be mediated by cognitive reflection, which is the ability to engage in deliberate reasoning. Sample and method In Study 1, 164 undergraduate students' (18-22 years) mathematics anxiety, cognitive reflection, and performance in overcoming inflexible perseverance were measured by a questionnaire battery. Structural equation models were used to examine the correlations between these variables. In Study 2, 98 undergraduate freshmen (17-18 years) were assigned to two groups, where one group's mathematics anxiety was temporarily induced by task instructions, while the other group served as a control group. Cognitive reflection and inflexible perseverance of the two groups were compared. Results Study 1 showed that mathematics anxiety was negatively correlated with students' performance on overcoming inflexible perseverance, while cognitive reflection mediated such an effect. Study 2 showed that compared to the control group, the experimental group showed lower cognitive reflection, which led to lower performance in overcoming inflexible perseverance. Conclusions Mathematics anxiety was showed to impair students' ability to engage in deliberate reasoning and was associated with inflexible use of strategies. Alleviating students' mathematics anxiety should be considered when promoting students' strategic flexibility.