题目：中学生数学焦虑的认知分析
摘要：本研究旨在探讨中学生数学焦虑的认知因素及其对学习成绩的影响。通过对数学焦虑的理论基础进行梳理，分析了数学焦虑的定义、测量方法以及影响因素。在此基础上，本研究从认知风格、自我效能感、学习策略和情绪调节能力四个方面对数学焦虑的认知因素进行了深入分析。研究发现，认知风格、自我效能感、学习策略和情绪调节能力与数学焦虑之间存在显著关系，且这些认知因素对学习成绩具有重要影响。最后，针对中学生数学焦虑的认知干预提出了相应的建议，包括提供积极的学习环境、教授有效的学习策略、培养自信心和提供个性化的支持。
关键词：数学焦虑，认知因素，学习成绩
Abstract:This study aims to explore the cognitive factors of mathematics anxiety in middle school students and its influence on their academic performance. By combing the theoretical basis of math anxiety, this paper analyzes the definition, measurement methods and influencing factors of math anxiety. On this basis, this study conducted an in-depth analysis of the cognitive factors of math anxiety from four aspects: cognitive style, self-efficacy, learning strategy and emotional regulation ability. It is found that cognitive style, self-efficacy, learning strategy and emotion regulation ability are significantly related to math anxiety, and these cognitive factors have an important impact on academic performance. Finally, the author puts forward some suggestions on cognitive intervention for middle school students' math anxiety, including providing a positive learning environment, teaching effective learning strategies, cultivating self-confidence and providing personalized support.
Key words：Math anxiety, cognitive factors, academic performance
目录
题目：中学生数学焦虑的认知分析 1
摘要： 1
1 绪论 2
1.1研究背景和目的 2
1.2国内外研究现状 2
1.3研究内容与方法 2
2.理论基础 3
2.1数学焦虑的定义和测量 3
2.2数学焦虑的影响因素 3
2.3数学焦虑对学习和发展的影响 3
2.4数学焦虑的认知分析 4
3.数学焦虑的认知因素分析 4
3.1认知风格 4
3.2自我效能感 4
3.3学习策略 5
3.4情绪调节能力 5
4.数学焦虑的认知因素与学习成绩的关系 6
4.1认知风格与学习成绩的关系 6
4.2自我效能感与学习成绩的关系 6
4.3学习策略与学习成绩的关系 6
4.4情绪调节能力与学习成绩的关系 7
5.对中学生数学焦虑的认知干预建议 7
5.1提供积极的学习环境 7
5.2教授有效的学习策略 8
5.3培养自信心 8
5.4提供个性化的支持 9
结论 9
参考文献 10
致谢 10
