Ko se boji matematike još? Struktura i korelati matematičke anksioznosti kod dece predškolskog uzrasta
Sažetak
Matematička anksioznost (MA) predstavlja fenomen koji je privukao pažnju istraživača i praktičara zbog negativnih efekata na različite obrazovne ishode u učenju i motivaciji za učenje matematike. Međutim, prethodna istraživanja pretežno su se fokusirala na učenike osnovnoškolskog i srednjoškolskog uzrasta, dok su deca predškolskog uzrasta u velikoj meri zanemarena. Ovaj jaz je posebno relevantan u domaćem kontekstu, gde se obrazovanje u ranom detinjstvu kontinuirano reformiše, a spremnost za učenje matematike se sve više prepoznaje kao ključni prediktor kasnijeg školskog uspeha. Stoga je cilj ovog istraživanja bio usmeren na ispitivanje strukture i korelata MA kod predškolske dece u Srbiji. Studija 1, sprovedena na uzorku od 258 dece uzrasta od 4 do 6 godina (50% dečaka), bila je usmerena na ispitivanje strukture skale matematičke anksioznosti za mlađu decu (YCMAX). Studija 2, sprovedena na uzorku od 205 dece uzrasta od 4 do 6 godina (48,8% dečaka), bila je usmerena na ispitivanje odnosa između aspekata MA (zabrinutost i somatizacija), pola, uzrasta i spremnosti dece za učenje matematike, primenom korelacione analize putem testa spremnosti za učenje matematike, kreiranim za procenu (pred)matematičkih veština kod predškolske dece. Rezultati CFA ukazuju na to da je skala matematičke anksioznosti za mlađu decu adekvatan instrument za merenje ove vrste anksioznosti i da se, čak i na ovom uzrastu, mogu identifikovati negativne veze između MA i različitih (pred)matematičkih veština. Studija diskutuje i o potencijalnim benefitima primene ove skale od strane praktičara u predškolskim ustanovama, kao i o specifičnostima odnosa između MA i različitih matematičkih sposobnosti i uzrasta dece u predškolskom (ne)evaluativnom kontekstu.
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