民族地区小学生数学焦虑与问题解决的关系:元认知的中介作用OA

Mathematical problem-solving constitutes a fundamental competency in the process of students understanding and applying mathematical knowledge that significantly influences students'academic achievement and cognitive growth.This study examined the intricate relationships among mathematics anxiety,metacognition,and problem-solving abilities in 302 fifth-grade Tibetan students from ethnic minority regions.Key findings indicate that metacognition serves a dual function:it directly and positively predicts problem-solving performance while simultaneously mediating the negative impact of mathematics anxiety.Notably,learning-related mathematics anxiety significantly and nagatively predicts word problem-solving capabilities,in contrast to evaluation-related anxiety which showed negligible effects.Comparative analysis between students with mathematical learning difficulties(MLD)and high-achieving students(HA)revealed distinct patterns in both anxiety manifestations and metacognitive functioning.These findings not only provide a new perspective on the mechanisms by which cognitive and emotional factors influence mathematical problem-solving among students in ethnic minority regions,but also offer empirical evidence for enhancing the mathematical problem-solving abilities of students in these regions.