Math anxiety and math motivation in online learning during stress: The role of fearful and avoidance temperament and implications for STEM education

被引:1
作者
Li, Danni [1 ]
Liew, Jeffrey [1 ]
Raymond, Dwayne [2 ]
Hammond, Tracy [3 ]
机构
[1] Texas A&M Univ, Dept Educ Psychol, College Stn, TX 77843 USA
[2] Texas A&M Univ, Dept Philosophy, College Stn, TX 77843 USA
[3] Texas A&M Univ, Dept Comp Sci & Engn, College Stn, TX USA
来源
PLOS ONE | 2023年 / 18卷 / 12期
关键词
WORKING-MEMORY; SELF-DETERMINATION; MATHEMATICS; ACHIEVEMENT; PERFORMANCE; MODEL; AUTONOMY; SUPPORT; GENDER;
D O I
10.1371/journal.pone.0292844
中图分类号
O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];
学科分类号
07 ; 0710 ; 09 ;
摘要
Students' math motivation can predict engagement, achievement, and career interest in science, technology, engineering, and mathematics (STEM). However, it is not well understood how personality traits and math anxiety may be linked to different types or qualities of math motivation, particularly during high-stress times such as the COVID-19 pandemic. In this study, we examined how fearful or avoidant temperaments contribute to math anxiety and math motivations for college students during the COVID-19 pandemic. Ninety-six undergraduate students from a large public university were assessed on temperamental fear, math anxiety, and math motivation in an online math course. Results showed that higher levels of temperamental fear are directly linked to higher levels of math anxiety. In addition, temperamental fear is indirectly linked to higher levels of autonomous motivation (i.e., intrinsic motivation and identified regulation) and lower levels of controlled motivation (i.e., external regulation) through math anxiety. Results have implications for helping students at high risk for both high math anxiety and for low motivation to engage in math learning.
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页数:12
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