六年级学生数学焦虑的多维结构、性别差异及预测模型研究

A Study on the Multidimensional Structure, Gender Differences, and Predictive Model of Mathematics Anxiety in Sixth-Grade Students

摘要: 为探究六年级学生数学焦虑的多维结构、性别差异及预测关系，对139名学生施测。使用简版儿童数学焦虑量表测得学习焦虑(LMA)、评估焦虑(MEA)及一般焦虑(AMAS-C)，使用分数焦虑量表测得特异性焦虑(TMA)。结果发现：(1) 焦虑水平排序为MEA > TMA > AMAS-C > LMA，LMA分布非正态；(2) LMA与MEA显著正相关(ρ = .483, p < .001)；(3) 女生MEA显著高于男生(t = 2.555, p = .012)，LMA无性别差异；(4) TMA可显著正向预测AMAS-C (β = .695)，解释48.3%的变异。结论：六年级学生数学焦虑呈多维结构，评估焦虑最突出；性别差异具情境特异性；特异性焦虑是预测一般焦虑的强变量，启示干预需精准化。

Abstract: To investigate the multidimensional structure, gender differences, and predictive relationships of mathematics anxiety in sixth graders, 139 students were assessed. The Abbreviated Math Anxiety Scale for Children measured learning anxiety (LMA), evaluation anxiety (MEA), and general anxiety (AMAS-C), while a fraction anxiety scale measured specific anxiety (TMA). Results showed: (1) Anxiety levels ranked as MEA > TMA > AMAS-C > LMA, with LMA non-normally distributed; (2) LMA and MEA were significantly positively correlated (ρ = .483, p < .001); (3) Girls scored significantly higher than boys on MEA (t = 2.555, p = .012), with no gender difference in LMA; (4) TMA significantly positively predicted AMAS-C (β = .695), explaining 48.3% of the variance. Conclusions: Mathematics anxiety is multidimensional with evaluation anxiety most prominent; gender differences are context-specific; specific anxiety strongly predicts general anxiety, suggesting the need for precise interventions.