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Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias.

التفاصيل البيبلوغرافية
العنوان: Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias.
المؤلفون: Halme H; Department of Teacher Education, University of Turku, Turku, Finland., Van Hoof J; Department of Teacher Education, University of Turku, Turku, Finland., Hannula-Sormunen M; Department of Teacher Education, University of Turku, Turku, Finland., McMullen J; Department of Teacher Education, University of Turku, Turku, Finland.
المصدر: The British journal of educational psychology [Br J Educ Psychol] 2024 Mar; Vol. 94 (1), pp. 138-150. Date of Electronic Publication: 2023 Sep 21.
نوع المنشور: Journal Article
اللغة: English
بيانات الدورية: Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 0370636 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 2044-8279 (Electronic) Linking ISSN: 00070998 NLM ISO Abbreviation: Br J Educ Psychol Subsets: MEDLINE
أسماء مطبوعة: Publication: <2012-> : Chichester : Wiley-Blackwell
Original Publication: Edinburgh : Scottish Academic Press
مواضيع طبية MeSH: Academic Performance* , Anxiety* , Performance Anxiety*, Humans ; Problem Solving ; Students/psychology
مستخلص: Background: Research has shown that mathematics anxiety negatively correlates with primary school mathematics performance, including fraction knowledge. However, recently no significant correlation was found between fraction arithmetic performance and state anxiety measured after the fraction task. One possible explanation is the natural number bias (NNB), a tendency to apply natural number reasoning in fraction tasks, even when this is inappropriate. Students with the NNB may not realize they are answering incorrectly.
Aims: The aim is to examine whether a misconception, namely the NNB, can influence students' fraction state anxiety.
Sample: The participants were 119 fifth- and sixth-grade students categorized as belonging to an NNB group (n = 60) or a No-NNB group (n = 59), according to their NNB-related answering profile on a fraction arithmetic task.
Methods: Group differences were examined for state anxiety and performance on a fraction and a whole number arithmetic task and self-reported trait mathematics anxiety.
Results: The NNB group reported lower fraction state anxiety than the No-NNB group, but there was no significant difference in trait mathematics anxiety. Furthermore, the NNB group reported lower fraction state anxiety than whole number state anxiety, while the opposite was true for the No-NNB group.
Conclusion: The present study suggests that students' perceptions of their own performance influence their state anxiety responses, and students with a NNB may not be aware of their misconception and poor performance. Not taking into account qualitative differences in low performance, such as misconceptions, may lead to misinterpretations in state anxiety-performance relations.
(© 2023 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)
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معلومات مُعتمدة: 310338 Academy of Finland; 336068 Strategic Research Council of the Academy of Finland
فهرسة مساهمة: Keywords: arithmetic; fractions; mathematics anxiety; misconception; natural number bias; primary school; state anxiety
تواريخ الأحداث: Date Created: 20230921 Date Completed: 20240210 Latest Revision: 20240210
رمز التحديث: 20240211
DOI: 10.1111/bjep.12637
PMID: 37734860
قاعدة البيانات: MEDLINE
الوصف
تدمد:2044-8279
DOI:10.1111/bjep.12637