رابطه بین کارکردهای اجرایی و سیستم‌های مغزی-رفتاری با اضطراب ریاضی: نقش میانجی‌گر استحکام روانی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای روانشناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه خوارزمی، تهران، ایران

2 استاد گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه خوارزمی، تهران، ایران

3 استادیار گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه خوارزمی، تهران، ایران

چکیده

هدف: اضطراب ریاضی پدیده‌ای شایع و تضعیف‌کننده است که مانع پیشرفت دانش‌آموزان در ریاضیات می‌شود. لذا، شناسایی عوامل موثر بر آن ضروری است. بر همین اساس، هدف این پژوهش بررسی نقش میانجی‌گر استحکام روانی در مدل علی تاثیر کارکردهای اجرایی و سیستم‌های مغزی- رفتاری بر اضطراب ریاضی بود.
روش: پژوهش از نظر هدف کاربردی و از نوع طرح‌های توصیفی-همبستگی و و روش تحلیل آن مدل‌یابی معادلات ساختاری بود. جامعه آماری مورد نظر دانش‌آموزان دوره دوم دبیرستان رشته‌های نظری مشغول به تحصیل در سال 1402-1401 در شهر زنجان بودند؛ که 455 نفر به عنوان نمونه انتخاب شدند. روش نمونه‌گیری، خوشه‌ای چندمرحله‌ای تصادفی بود. جهت سنجش متغیرهای پژوهش از مقیاس‌های استحکام روانی مک‌گوئن و همکاران (2016)، اضطراب ریاضی هاپکو و همکاران (2003)، کارکردهای اجرایی بریف جیووا و همکاران (2015)، تئوری حساسیت به تقویت واکیونی و کور (2020) استفاده شد. تجزیه و تحلیل داده‌ها با استفاده از نرم افزار SPSS-26 و AMOS-24 صورت گرفت. ارزیابی مدل پژوهش با استفاده از شاخص‌های برازش مدل معادلات ساختاری و با تکنیک تحلیل مسیر انجام گرفت.
یافته‌ها: بررسی ضرایب مسیر نشان داد که اثر سیستم فعال‌ساز رفتاری (001/0 P=، 26/0-=β)، سیستم بازداری رفتاری (001/0 P=، 31/0-=β) و کارکردهای اجرایی (001/0 P=، 44/0-=β) بر استحکام روانی معنادار بود. به علاوه، استحکام روانی (001/0 P=، 26/0-=β)، کارکردهای اجرایی (001/0P= ، 17/0=β) و سیستم فعال‌ساز رفتاری (001/0 P=، 16/0=β) قادر به پیش‌بینی مستقیم اضطراب ریاضی بودند. تعیین معناداری اثر غیرمستقیم نیز حاکی از آن است که استحکام روانی نقش میانجی‌گری بین سیستم‌های مغزی- رفتاری و کارکردهای اجرایی (05/0 p<) دارد.
نتیجه‌گیری: نقص در کارکردهای اجرایی و سیستم بازداری رفتاری موجب کاهش سطح استحکام روانی شده و استحکام روانی پایین نیز موجب افزایش سطح اضطراب ریاضی می‌شود. در مقابل فعالیت بهینه سیستم فعال‌سازی رفتاری موجب افزایش استحکام روانی و در پی آن کاهش اضطراب ریاضی را در پی دارد؛ بنابراین با شناخت سیستم‌های مغزی-رفتاری و با هدف قرار دادن دو سازه چتری استحکام روانی و کارکردهای اجرایی می‌توان اضطراب ریاضی را در بین دانش‌آموزان کاهش داد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Relationship between Executive Functions and Reinforcement Sensitivity Theory with Mathematical Anxiety: The Mediating Role of Mental Toughness

نویسندگان [English]

  • Mojtaba Beyrami 1
  • Parvin Kadivar 2
  • Mehdi Arabzadeh 3
1 Ph.D. student in Educational Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran
2 Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Kharazmi University, Tehran, Iran
3 Assistant Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Khwarazmi University, Tehran, Iran
چکیده [English]

Abstract
Objective: Mathematical anxiety is a common and often debilitating phenomenon that can hinder students' learning and progress in mathematics. Therefore, identifying the influential factors is essential. This research aims to determine the mediating role of Mental Toughness in the relationship between executive functions, Reinforcement Sensitivity Theory, and mathematical anxiety.
Methods: This research is applied in terms of its objective and correlational in terms of data collection. The study population consisted of high school students studying theoretical subjects in the year 1401-1402 in Zanjan, Iran. A sample of 455 students was selected using multi-stage random cluster sampling. Research variables were measured using the following scales: Mental Toughness (McGeown et al., 2016), mathematical anxiety (Hopko et al., 2003), executive functions (Gioia et al., 2015), and Reinforcement Sensitivity Theory (Vecchione, M., & Corr, 2020). Data analysis was performed using SPSS-26 and AMOS-24 software. The research model was evaluated using structural equation modeling fit indices and path analysis.
Results: Correlation coefficients indicated that executive functions and the behavioral activation system were capable of directly predicting mathematical anxiety. Significance of the indirect effect suggests that Mental Toughness mediates the relationship between Reinforcement Sensitivity Theory and executive functions.
Conclusions: Deficits in executive functions and behavioral inhibition systems lead to decreased Mental Toughness, which, in turn, increases mathematical anxiety. In contrast, optimal functioning of the behavioral activation system increases Mental Toughness, subsequently reducing mathematical anxiety. The research findings, including the practical implications and research recommendations, are discussed.
 

کلیدواژه‌ها [English]

  • Executive Functions
  • Reinforcement Sensitivity Theory
  • Mathematical Anxiety
  • Psychological Resilience

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راهبردهای شناختی در یادگیری
دوره 12، شماره 22 - شماره پیاپی 22
بهار و تابستان 1403
مرداد 1403
صفحه 187-204

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