The relationship between cognitive activation and mathematics achievement: mediating roles of self-efficacy and mathematics anxiety

被引：0

作者：

Zuo, Siyu ^{[1
]}

Huang, Qi ^{[2
]}

Qi, Chunxia ^{[1
]}

机构：

[1] Beijing Normal Univ, Fac Educ, 19 Xinjiekouwai St, Beijing 100875, Peoples R China

[2] Univ Wisconsin Madison, Dept Educ Psychol, Madison, WI USA

来源：

CURRENT PSYCHOLOGY | 2024年

关键词：

Cognitive activation; Self-efficacy; Mathematics anxiety; Mathematics achievement; MATH ANXIETY; WORKING-MEMORY; MOTIVATION; KNOWLEDGE; PERFORMANCE; BELIEFS;

D O I：

10.1007/s12144-024-06700-3

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

This study explores the connection of cognitive activation, self-efficacy, and mathematics anxiety in shaping eighth-grade students' mathematics achievement. Analysing data from a comprehensive survey involving 17,112 students across 91 schools in China, our study uncovers insights: (1) Cognitive activation significantly and directly influences mathematics achievement; (2) The positive impact of cognitive activation on mathematics achievement is primarily mediated by self-efficacy; (3) Mathematics anxiety partially mediates the link between cognitive activation and mathematics achievement; and (4) Sequentially, self-efficacy and mathematics anxiety act as mediators in the relationship between cognitive activation and mathematics achievement. The implications for mathematics educators are discussed, and avenues for future research are suggested.

引用

页数：12

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