'Thinking Your Problems Away': Can Maths Interventions Be Developed to Address Both the Academic and Affective Aspects of Learning in Primary Aged Children?

Autor/inn/en	Collingwood, Nikki; Dewey, Jessica
Titel	'Thinking Your Problems Away': Can Maths Interventions Be Developed to Address Both the Academic and Affective Aspects of Learning in Primary Aged Children?
Quelle	In: Educational & Child Psychology, 35 (2018) 2, S.76-92 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Intervention; Elementary School Students; Young Children; Mathematics Achievement; Self Management; Self Concept; Mathematics Anxiety; Emotional Response; Teacher Aides; Coping; Metacognition; Gender Differences; Foreign Countries; Program Effectiveness; Affective Behavior; United Kingdom (England) + Suchen Sie Ihr Suchwort? Frühe Kindheit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Selbstmanagement; Selbstkonzept; Emotionales Verhalten; Handreichung; Lehrerhilfe; Bewältigung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Geschlechterkonflikt; Ausland; Affective disturbance; Active behaviour; Affektive Störung
Abstract	Aim: This study sought to identify the impact of a maths intervention aimed at enhancing performance, self-concept and self-regulation, while reducing negative emotional responses. Method: A quantitative, between-group repeated-measure experimental design was used to investigate differences between the groups over time. One-hundred-and-forty-four Year 4 pupils (mean age 8.09 years) from eight schools were matched and randomly allocated to intervention or waiting-list control groups. Trained Teaching Assistants delivered the intervention in small groups for four weeks. Performance, self-regulation, self-concept and anxiety in maths were measured pre- and post-intervention. Findings: Mixed ANOVA found a significant difference in maths performance and in the strategising and focusing sub-behaviours of self-regulation. No significant differences in maths anxiety and self-concept were established, although exploratory investigation identified a significant impact on males' maths self-concept. Limitations: The placebo effect, variable delivery, alongside appropriate maths anxiety and self-regulation measures in this age group, potentially influenced the results. Conclusions: The intervention indicates promising results with respect to maths performance; however further refinements of the affective elements are proposed. The negative relationship between maths self-concept and anxiety is discussed and practice implications are highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01