PDF(Pubmed)
Abstract：
UNASSIGNED: Math anxiety (MA) is an academic anxiety about learning, doing, and evaluating mathematics, usually studied in school populations and adults. However, MA likely has its origins before children go to school. For example, studies have shown that general anxiety (GA) for everyday events is less separable from MA in primary than in early secondary school. This suggests that GA may be a precursor of MA. For this reason, here, we have examined whether GA is already associated with math achievement at the end of kindergarten.
UNASSIGNED: We tested 488 Hungarian kindergarten children aged 5.7 to 6.9 years (55% girls) and analyzed the effect of GA, sex, and family SES on math achievement in kindergarten children.
UNASSIGNED: Strikingly, confirming results from primary school children, we found that GA negatively correlated with math achievement already in this preschool population. Higher GA levels had a stronger negative effect on girls\' than boys\' math achievement. However, there were no significant sex differences in math achievement in kindergarten. Additionally, family socioeconomic status was the strongest predictor of math achievement.
UNASSIGNED: We speculate that high GA in preschool is a plausible early precursor of later high MA. Early interventions could aim to control GA levels before children start formal schooling.
UNASSIGNED: We tested 488 Hungarian kindergarten children aged 5.7 to 6.9 years (55% girls) and analyzed the effect of GA, sex, and family SES on math achievement in kindergarten children.
UNASSIGNED: Strikingly, confirming results from primary school children, we found that GA negatively correlated with math achievement already in this preschool population. Higher GA levels had a stronger negative effect on girls\' than boys\' math achievement. However, there were no significant sex differences in math achievement in kindergarten. Additionally, family socioeconomic status was the strongest predictor of math achievement.
UNASSIGNED: We speculate that high GA in preschool is a plausible early precursor of later high MA. Early interventions could aim to control GA levels before children start formal schooling.
摘要：
■数学焦虑（MA）是关于学习的学术焦虑，正在做,评估数学，通常在学校人口和成年人中学习。然而,马可能在孩子上学之前就有它的起源。例如,研究表明，与初中相比，小学中日常事件的一般焦虑（GA）与MA的分离程度较低。这表明GA可以是MA的前体。出于这个原因,在这里，我们已经检查了GA是否已经与幼儿园结束时的数学成绩相关。
■我们测试了488名5.7至6.9岁的匈牙利幼儿园儿童（55％的女孩），并分析了GA的影响，性别,和家庭SES对幼儿园儿童数学成绩的影响。
■引人注目的是，确认小学生的结果，我们发现，在该学龄前人群中，GA与数学成绩已经呈负相关。较高的GA水平对女孩数学成绩的负面影响比男孩更强。然而,幼儿园数学成绩无显著性别差异。此外,家庭社会经济地位是数学成绩的最强预测指标。
■我们推测，学龄前儿童的高GA可能是后期高MA的早期前兆。早期干预可能旨在在儿童开始正规教育之前控制GA水平。
■我们测试了488名5.7至6.9岁的匈牙利幼儿园儿童（55％的女孩），并分析了GA的影响，性别,和家庭SES对幼儿园儿童数学成绩的影响。
■引人注目的是，确认小学生的结果，我们发现，在该学龄前人群中，GA与数学成绩已经呈负相关。较高的GA水平对女孩数学成绩的负面影响比男孩更强。然而,幼儿园数学成绩无显著性别差异。此外,家庭社会经济地位是数学成绩的最强预测指标。
■我们推测，学龄前儿童的高GA可能是后期高MA的早期前兆。早期干预可能旨在在儿童开始正规教育之前控制GA水平。
