| Mathematics anxiety often occurs in the primary school students.Studies have shown that mathematics anxiety can have a negative effect on math achievement,but it doesn't simply have an impact on math achievement.For example,mathematics anxiety can also reduce the level of self-efficacy of mathematics,and cause students to delay learning tasks.Other studies have shown that there is a significant positive correlation between mathematics self-efficacy and mathematics achievement,and there is a significant negative correlation between academic procrastination and mathematics achievement.Then the relationship between the four needs to be further explored.This study inferred that mathematical self-efficacy and academic procrastination may play an intermediary role between mathematical anxiety and mathematical achievement by consulting relevant literature and will verify this.Mathematics anxiety will not only have a negative impact on mathematics scores,but also serious mathematical anxiety will affect the mental health of individuals.Then,can carry on the intervention to the mathematics anxiety,in order to reduce the elementary school student's mathematics anxiety level,thus enhances the mathematics achievement.Studies have shown that mindfulness training improves negative emotions such as anxiety,and researchers have applied it to the intervention of mathematical anxiety.Therefore,this study aims to investigate the influence of mathematics anxiety on mathematics achievement of primary school students,as well as the mediating role of academic procrastination and mathematical self-efficacy,and to use mindfulness training to intervene in math anxiety.In the study 1,611 subjects were selected from the fourth,fifth and sixth grades of a primary school in Baoding City,Hebei Province,to investigate the relationship between mathematical anxiety,mathematics self-efficacy,academic procrastination and math achievement.The study 2 combined with the results of study 1,and used the experimental method,from study 1,the two classes with no significant difference were the experimental group and the control group,the experimental group performed a seven-week mindfulness intervention,and the control group regularly attends school curricula and activities.To verify the effect of mindfulness intervention by comparing the difference between the two groups before and after intervention.The main results of this study are as follows:1.There is a significant negative correlation between mathematical anxiety and mathematical achievement,which is significant positive correlation with academic procrastination,and significant negative correlation with mathematical self-efficacy,that is,individuals with higher level of mathematical anxiety have lower mathematical achievement,higher level of academic procrastination and lower level of mathematical self-efficacy.2.There is no gender difference in mathematics anxiety,mathematics self-efficacy,and there is gender difference in academic procrastination,and the level of academic procrastination in boys is significantly higher than that in girls.3.Academic procrastination and mathematical self-efficacy play an intermediary role between mathematical anxiety and math achievement.4.After the intervention,the level of mathematics anxiety in the experimental group decreased significantly,and the level of mathematics self-efficacy increased significantly.This study provides a new view on the influence mechanism of mathematical anxiety on mathematical achievement,that is,mathematical anxiety influences mathematical achievement through mathematical self-efficacy and academic procrastination,which enriches the related research on mathematical anxiety.In addition,study two confirmed that mindfulness training can significantly reduce the level of mathematical anxiety in primary school students,and the mathematics self-efficacy of the experimental group increased significantly after intervention training,the level of academic procrastination decreased,and get great mathematics achievement,which not only provided another evidence for the feasibility of mindfulness training intervention in mathematical anxiety,but also further verified the mediation model of study 1. |
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