اضطراب ریاضی در دانش‌آموزان پسر دبیرستان در دوره‌ی کووید-19: نقش راهبردهای انگیزشی یادگیری و تاب‌آوری ریاضی

نویسندگان
دانشگاه ملایر
چکیده
هدف پژوهش حاضر، میزان شیوع اضطراب ریاضی در دانش‌آموزان پسر دبیرستانی در دوره‌ی کووید-19 و نقش راهبردهای انگیزشی یادگیری ریاضی (شناختی، فراشناختی، مدیریت منابع غیراطلاعاتی و اطلاعاتی) و تاب‌آوری ریاضی در تمیز دانش‌آموزان دارای اضطراب ریاضی بالا و پایین بود. روش پژوهش توصیفی- همبستگی بود. جامعه‌ی آماری این پژوهش را کل دانش‌آموزان پسر (621N=) دبیرستانی شهرستان بهار از توابع استان همدان تشکیل دادند. نمونه‌ی پژوهش شامل 247 دانش‌آموز پسر بود که به صورت خوشه‌ای تصادفی انتخاب شدند. برای گردآوری داده‌ها از مقیاس‌های راهبردهای یادگیری ریاضی (لیو و لین، 2012)، تاب‌آوری ریاضی (کوکن و همکاران، 2016) و اضطراب ریاضی (بای و همکاران، 2009) استفاده شد. برای تجزیه‌وتحلیل داده‌ها از آزمون t تک نمونه‌ای، ضریب همبستگی پیرسون و تحلیل تشخیص گام‌به‌گام استفاده شد. نتایج توصیفی نشان داد که 21/67 درصد دانش‌آموزان در دوره‌ی کووید-19 دارای اضطراب ریاضی بالا بودند. براساس آزمون t تک ‌نمونه‌ای دانش‌آموزان از نظر استفاده از راهبردهای یادگیری ریاضی و تاب‌آوری ریاضی در وضعیت پایین و از نظر اضطراب ریاضی در وضعیت بالایی قرار داشتند. بین راهبردهای یادگیری ریاضی (شناختی، فراشناختی، مدیریت منابع غیراطلاعاتی و اطلاعاتی) با اضطراب ریاضی رابطه‌ی منفی وجود داشت. همچنین تنها نقش راهبردهای فراشناختی و تاب‌آوری ریاضی در پیش‌بینی عضویت گروهی دانش‌آموزان دارای اضطراب ریاضی بالا و پایین معنادار بود. آموزش راهبردهای یادگیری ریاضی و تاب‌آوری ریاضی به دانش‌آموزان و گنجاندن روش تدریس ریاضی مبتنی بر راهبردهای یادگیری ریاضی و تاب‌آوری ریاضی در برنامه‌های ضمن خدمت برای معلمان ریاضی در جهت کاهش اضطراب ریاضی دانش‌آموزان در دوره‌ی کووید-19مفید خواهد بود.
کلیدواژه‌ها

عنوان مقاله English

Mathematics Anxiety in Male High School Students in the Outbreak of COVID-19: The Role of Mathematics Motivated Strategies and Mathematical Resilience

نویسندگان English

Saeed Ariapooran
Mansoor Karimi
Malayer University
چکیده English

The purpose of the present study was to investigate the prevalence of mathematics anxiety in the outbreak of COVID-19 and role of mathematics motivated strategies for learning (cognitive, metacognitive, informational and non-informational resources management) and mathematic resilience in discriminating the membership in high school students (with low academic performance) with low and high mathematics anxiety. The research method was descriptive-correlation. The statistical population of this study consisted of all male high school students of Bahar city from Hamadan province (N=621). The study sample consisted of 247 male students who were selected by randomized cluster sampling. Mathematics Motivated Strategies for Learning (Liu & Lin, 2012), mathematics resilience (Kooken et al., 2016) and Mathematics Anxiety (Bai et al., 2009) scales were used for data collection. One-sample t-test, Pearson correlation coefficient and stepwise discriminant analysis were used for data analysis. Descriptive analysis indicated that 67.21% of students had low mathematics anxiety in the outbreak of COVID-19. According to One-sample t-test, students were in a low status in terms of using mathematical learning strategies and high status in mathematics anxiety. There was a negative relationship between mathematical learning strategies (cognitive, meta-cognitive, informational and non-informational resources management) and mathematics anxiety. Also, only the role of metacognitive strategies and mathematical resilience in predicting group membership of students with high and low math anxiety was significant. Teaching mathematics learning strategies and mathematics resilience to students with low mathematics achievements and incorporating mathematical teaching methods based on metacognition strategies and mathematics resilience into in-service programs for mathematics teachers, will be useful for decreasing students' mathematics anxiety in the outbreak of COVID-19.

کلیدواژه‌ها English

COVID-19
mathematics anxiety
mathematics motivated strategies
mathematics resilience
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