数学焦虑如何在小学生中出现：其社交和情感形成的过程模型

Mathematics anxiety among elementary students is often associated with low achievement, diminished confidence, and avoidance, yet its developmental formation remains insufficiently understood. This study develops an empirically grounded process model explaining how mathematics anxiety emerges through social and emotional experiences. Using a qualitative interpretive design informed by Gioia’s methodology, we studied 10 students in grades IV–VI and five mathematics teachers at SDN 006 Langgini and SDN 004 Langgini, Bangkinang, Kampar, Indonesia. Data from semi-structured interviews, classroom o