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1.
Anastasia Efklides Maria Papadaki Georgia Papantoniou Gregoris Kiosseoglou 《European Journal of Psychology of Education - EJPE》1998,13(2):207-226
Feelings of difficulty, or subjective estimation of task difficulty, are on-line metacognitive experiences, which arise as response to the difficulty of the tasks processed by the person. They are related to performance, but little is known about their nature and the factors that influence them. This study aimed to delimit the possible individual differences effects on feelings of difficulty experienced in relation to school mathematics. General and domain-specific cognitive ability, affect, gender and expertise were the individual differences factors studied. The subjects were 299 students of 7th, 8th, & 9th grade and they were tested with mathematical tasks of three levels of difficulty. Upon completion of each task subjects rated its difficulty on a 4-point scale, ranging from 1: not difficult at all to 4: very difficult. Testing was repeated one year later. Path analysis showed that feelings of difficulty form a system of their own, which is mainly influenced by performance and cognitive ability rather than affective factors. Only anxiety state had a direct effect on feelings of difficulty. Expertise did not differentiate feelings of difficulty in the 1st testing, but it did so in the second. Gender interacted with both personal and task characteristics, the girls being more atypical in their responses than boys. The educational implications of these results are discussed. 相似文献
2.
Anastasia Efklides Akilina Samara Marina Petropoulou 《European Journal of Psychology of Education - EJPE》1999,14(4):461-476
This study aimed at delimiting possible relations of feeling of difficulty (FOD) with control ideas pertaining to a particular
task. Participants were 274 students of 7th, 8th, and 9th grade. They were tested with two mathematical tasks; they were also
asked to give ratings of the feeling of difficulty at 4 phases: In advance of problem solving, during planning of the solution,
after solution production, and an overall estimation. Participants also gave ratings for control ideas such as need to know
the rule, to do the computations right, to have practice, to use one’s thinking and to have help from others. Path analysis
and ANOVAs were used for the identification of the relations and differentiations of ratings in the four phases of problem
solving. Results indicated that FOD varied from phase to phase and influenced ideas related to control. Feeling of difficulty
in the main was only indirectly related to performance via control ideas. 相似文献
3.
Construction play is thought to develop logico-mathematical skills, however the underlying mechanisms have not been defined. In order to fill this gap, this study looks at the relationship between Lego construction ability, cognitive abilities and mathematical performance in 7-year-old, Year 2 primary school children (N = 66). While studies have focused on the relationship between mathematics performance and verbal memory, there are limited studies focussing on visuospatial memory. We tested both visuospatial and verbal working memory and short term memory, as well as non-verbal intelligence. Mathematical performance was measured through the WIAT-II numerical operations, and the word reading subtest was used as a control variable. We used a Lego construction task paradigm based on four task variables found to systematically increase construction task difficulty. The results suggest that Lego construction ability is positively related to mathematics performance, and visuospatial memory fully mediates this relationship. Future work of an intervention study using Lego construction training to develop visuospatial memory, which in turn may improve mathematics performance, is suggested. 相似文献
4.
Pantziara Marilena Philippou George N. 《International Journal of Science and Mathematics Education》2014,13(2):385-411
Students’ affective domain has been popular in the mathematics education community in an ongoing attempt to understand students’ learning behavior. Specifically, enhancing students’ motivation in the mathematics classroom is an important issue for teachers and researchers, due to its relation to students’ behavior and achievement. This paper utilized achievement goal theory—an important theoretical prospect on students’ motivation in school settings—to investigate the existence of a model presenting the relation between motivation and other affective constructs and students’ performance in mathematics. In this regard, two types of tests were administered to 321 sixth grade students measuring their motivation and other affective constructs and their performance in mathematics. Using structural equation modeling, we examined the associations among the affective constructs, motivation, and the extent to which these constructs influence students’ performance and interest in mathematics. The data revealed that students’ performance and their interest in mathematics were influenced by fear of failure, self-efficacy beliefs, and achievement goals. We discuss these findings in terms of teaching implications in the mathematics classroom.
相似文献5.
Jaana Viljaranta Asko Tolvanen Kaisa Aunola Jari-Erik Nurmi 《Scandinavian Journal of Educational Research》2014,58(6):734-756
Only a few studies have examined the direction of associations between academic achievement, interest, and self-concept of ability simultaneously by using longitudinal data over several school years. To examine the cross-lagged relationships between students' interest, self-concept of ability, and performance in mathematics and reading, longitudinal data from Grade 1 to Grade 7 of comprehensive school was gathered from 216 students. The results showed that, in both reading and math, performance predicted students' subsequent self-concept of ability. Some evidence was also found that math performance predicts subsequent interest in mathematics, and that self-concept of math ability mediates the impact of math performance on interest. No evidence was found for the assumption that self-concept of ability or interest would predict subsequent academic performance. 相似文献
6.
Caron A. C. Clark Tiffany D. Sheffield Sandra A. Wiebe Kimberly A. Espy 《Child development》2013,84(2):662-677
Executive control (EC) is related to mathematics performance in middle childhood. However, little is known regarding how EC and informal numeracy differentially support mathematics skill acquisition in preschoolers. A sample of preschoolers (115 girls, 113 boys), stratified by social risk, completed an EC task battery at 3 years, informal numeracy assessments at 3.75 and 4.5 years, and a broad mathematics assessment during kindergarten. Strong associations were observed between latent EC at age 3 and mathematics achievement in kindergarten, which remained robust after accounting for earlier informal numeracy, socioeconomic status, language and processing speed. Relations between EC and mathematics achievement were stronger in girls than in boys. Findings highlight the unique role of EC in predicting which children may have difficulty transitioning to formal mathematics instruction. 相似文献
7.
Marilena Pantziara George N. Philippou 《International Journal of Science and Mathematics Education》2015,13(2):385-411
Students’ affective domain has been popular in the mathematics education community in an ongoing attempt to understand students’ learning behavior. Specifically, enhancing students’ motivation in the mathematics classroom is an important issue for teachers and researchers, due to its relation to students’ behavior and achievement. This paper utilized achievement goal theory—an important theoretical prospect on students’ motivation in school settings—to investigate the existence of a model presenting the relation between motivation and other affective constructs and students’ performance in mathematics. In this regard, two types of tests were administered to 321 sixth grade students measuring their motivation and other affective constructs and their performance in mathematics. Using structural equation modeling, we examined the associations among the affective constructs, motivation, and the extent to which these constructs influence students’ performance and interest in mathematics. The data revealed that students’ performance and their interest in mathematics were influenced by fear of failure, self-efficacy beliefs, and achievement goals. We discuss these findings in terms of teaching implications in the mathematics classroom. 相似文献
8.
Building on common assumptions in theories of interest and mathematics education, this experimental study examined the effect of context personalization based on individual preferences, group personalization, and example choice with preselected popular examples on middle school students' situational interest and performance in mathematics. Participants (N = 713) learned a principle in probability calculus in one of four instructional conditions. Individual interest and perceived competence were examined as moderators on triggered and maintained situational interest, perceived value, task effort, and performance. Results showed that example choice triggered situational interest in the learning activity and that context personalization influenced perceived value and effort, contingent on students' perceived competence and individual interest in mathematics. We discuss results in relation to previous findings on interest-based interventions and the theoretical and practical implications. 相似文献
9.
Ego depletion effects on mathematics performance in primary school students: why take the hard road?
Reduction in performance level following on from brief periods of self‐control is referred to as ego depletion. This study aimed to investigate if a brief ego depletion experience would impact upon primary school students working through an online mathematics exercise involving 40 computational trials. Seventy‐two students participated in the control group, and 80 students participated in the ego depletion group. The students were 10–14 years of age. A three‐minute task involving resistance to distraction was used as the depletion experience. Before each trial, participants selected task difficulty level. Control group students began by working at a moderate difficulty level and then progressed to work on more difficult items. Ego‐depleted students chose to work on easy problems throughout. Ego depletion did not markedly affect error rate after the first trial. Depletion effects can be evident in students’ academic application through encouraging students to undertake easier options. 相似文献
10.
Theories of learning emphasize the importance of both the cognitive and affective state of the learner. The current study focused on children’s affective reactions to corrective feedback during mathematics problem solving. Eighty-seven elementary school children (M age = 7.6 years, 41% female, 68% White) solved mathematical equivalence problems during an online video call and received trial-by-trial feedback on their answers. Trained researchers used children’s facial expressions, tone of voice, and verbal statements to quantify their positive and negative affect on each trial. Overall, children tended to express more positive affect than negative affect. However, negative affect was more prominent when the child was incorrect and received negative feedback, and higher negative affect was associated with lower accuracy and lower persistence on the task. These results provide novel empirical evidence for the role of emotions during children’s STEM learning in a non-evaluative context. 相似文献
11.
This study examined the relationships between university mathematics classroom environments, mathematics beliefs, and achievement in the context of mainland China. As a type of affect in mathematics learning, mathematics beliefs including mathematics conceptions and efficacy were examined as mediators. Based on analysis of a sample of 1443 undergraduate students from a university in northern China, the study not only found that the mathematics classroom environment was associated with both affective and cognitive mathematics outcomes, but also confirmed the mediating role of mathematics beliefs. Specifically, a desirable classroom environment was related to students’ cohesive conceptions, enhanced self-efficacy, and higher mathematics achievement. In contrast, students’ perceived difficulty of learning mathematics was connected to their fragmented conceptions, reduced self-efficacy and lower mathematics achievement. Implications of the study are discussed. 相似文献
12.
Mariza Chatzistamatiou Irini Dermitzaki Vasilios Bagiatis 《European Journal of Psychology of Education - EJPE》2014,29(2):295-310
The purpose of this study was to examine the relationships between teachers' reports on self-regulatory strategy use in mathematics instruction and individual motivational and affective factors. Two hundred and ninety-two Greek primary school teachers responded to two questionnaires assessing (a) the strategies they use themselves to plan, monitor and evaluate mathematics instruction and (b) the strategies they use to activate and enhance students' self-regulated learning in mathematics. Path analysis showed that teachers' self-regulation strategies both for their own teaching and for enhancing students' self-regulation in mathematics were predicted by their self-efficacy beliefs in teaching mathematics, the value they attribute to mathematics and their emotional commitment to their profession. Teachers' enjoyment of mathematics teaching did not directly predict their reported use of self-regulatory instructional strategies. The implications of the study are related to the development of teachers' training programmes in self-regulated instruction. 相似文献
13.
《The Journal of educational research》2012,105(1):52-63
Abstract The authors used data from the Longitudinal Study of American Youth to investigate variables related to change in students' attitude toward and beliefs about mathematics in middle school and high school. Using hierarchical linear modeling techniques, the authors modeled variation in students' rate of change with variables associated with student characteristics, instructional experiences, and environment. They also identified variables that differentially affect change at different levels of secondary school (i.e., middle school vs. high school) and for different affective dimensions (i.e., attitude toward mathematics, beliefs about the social importance of mathematics, and beliefs about the nature of mathematics). Results showed a substantial negative change in students' attitudes toward and beliefs about the social importance of mathematics throughout secondary school. However, students' notions of the nature of mathematics did not change throughout secondary school. The authors identified variables related to change and found that they differed according to the level of secondary school and affective dimensions. 相似文献
14.
赵海祥 《佳木斯教育学院学报》2012,(2):228-229
思维能力的培养是数学教学的核心任务,而问题的设计正是学生思维的导火索。在初中数学教学中,如果教师精于"问题设计",不但会影响学生的数学思维方式,而且还会激发学生的数学探究热情。笔者从事初中数学教学工作多年,在问题设计方面做了有益的尝试与探索。 相似文献
15.
Concerns about the influence of students’ perceived negative consequences of engagement in a task (i.e., cost) on their emotions, motivation, and cognition have increased in the last decade. The use of longitudinal models is needed to provide new insights into the role of perceived cost in mathematics learning. Grounded in the control-value theory, this study examined cross-lagged relations of mathematics anxiety, perceived cost, and mathematics achievement. The participants (N = 335) reported their mathematics anxiety and perceived cost four times during Grades 7 and 8, and their mathematics grades were attained from their school records. Cross-lagged panel model analysis revealed evidence of a long-term positive reciprocal relationship between mathematics anxiety and effort/emotional cost, a gradually diminished relationship between effort/emotional cost and mathematics performance, and a positive achievement to anxiety link during the transition between grade levels. Moreover, mathematics performance is a distal predictor of mathematics anxiety through effort/emotional cost rather than a proximal predictor or an outcome of anxiety. This study also clarified the distinction in the central role of effort/emotional versus opportunity cost in the interrelatedness of mathematics anxiety and performance, where the latter failed to demonstrate significant paths. Specific timing for interventions was discerned. Early cost prevention interventions along with considerations of academic achievement to alleviate both anxiety and perceived effort/emotional are highlighted as crucial for a positive high school mathematics experience. 相似文献
16.
Little is known about the development of mathematics anxiety in elementary school students. To address this gap in knowledge, the authors evaluated students in Grades 3 and 6 on measures of mathematics anxiety, school test anxiety, and attitudes toward mathematics to determine (a) whether different forms of mathematics anxiety exist, (b) whether mathematics test anxiety differs from school test anxiety, and (c) whether mathematics anxiety is related to different attitudes toward mathematics. Evidence was found for two distinct forms of mathematics anxiety: test and problem-solving anxiety. Mathematics test anxiety increased with age relative to mathematics problem-solving anxiety; this result demonstrated that children become more anxious about mathematics testing situations as they progress through school. Mathematics test anxiety was related, but not identical, to school test anxiety, and students in both grades were less anxious about math tests than about academic testing generally. Finally, older students tended to show more positive attitudes toward mathematics than did younger students, and relations between these attitudes and the two forms of mathematics anxiety also changed between Grades 3 and 6. 相似文献
17.
三年高考四川卷数学试题分析 总被引：1，自引：1，他引：0
慧力 《内江师范学院学报》2008,23(12)
四川省高考自主命题已过三年,其数学试题重视教材考基础,克服题海战术;强化数学本质的考查;突出高中数学主干知识的考查;注意考查考生进一步学习数学的潜能;文理科差距加大且合理.这些试题体现了科学性、公平性、准确性、规范性. 相似文献
18.
Past studies have shown that distinct yet highly correlated sub-constructs of three broad mathematics affective variables: (a) motivation, (b) attitudes and (c) anxiety, have varying degree of correlation with mathematics achievement. The sub-constructs of these three affective constructs are as follows: (a) (i) amotivation, (ii) external regulation, (iii) introjection, (iv) identification, (v) intrinsic motivation; (b) (i) enjoyment of mathematics, (ii) self-confidence in mathematics, (iii) perceived value of mathematics; (c) (i) anxiety with mathematics and (ii) ease with mathematics. This study identifies, both within and across these three affective variables, the key sub-constructs that educators should focus upon when selecting learning process variables for mathematics achievement. Results were analysed using a series of stepwise regression analyses using data from 1018 Grade 12 students enrolled in a top pre-tertiary institution in Singapore, both for concurrent and predictive relationships, and also for both genders. Results of this study showed that after taking into account self-confidence in mathematics and ease with mathematics, all other sub-constructs of mathematics motivation, attitudes and anxiety were not significantly correlated with mathematics achievement. This is true for both concurrent and predictive relationships, and for both genders. Implications of the results of this study are twofold. First, results of this study provide educators with priority affective variables to focus upon in their efforts to enhance performance in mathematics via the affective domain. Second, in situations where administration time is limited, it may be possible to consider only self-confidence and ease with mathematics when investigating relationships between affect and mathematics achievement. 相似文献
19.
This study explored the self‐regulated learning (SRL) profile of upper elementary (fifth and sixth grade) school children who were differentiated in their task value beliefs (low and high) in language and mathematics. Students' SRL profile involved their teachers' ratings of achievement outcomes and SRL behaviors. The subscale of task value beliefs from the Motivational Self‐Regulated Learning Questionnaire (MSLQ) was administered to the children, and their teachers completed a battery of scales and measurements concerning students' achievement and SRL behaviors. The results confirm previous evidence indicating that SRL involves high levels of motivation, metacognition, and strategic action. Furthermore, the results support the domain‐specific character of task value beliefs. Differences in teachers' evaluations about the achievement outcomes and SRL behaviors regarding the two groups of students (low and high in task value beliefs) were found significant mostly in the domain of mathematics. Students with high value beliefs in mathematics were described as more cognitively, metacognitively, and motivationally competent learners as compared to students with lower value beliefs. The results suggest that future intervention studies should focus on strengthening task value beliefs in “threatening” school subjects, such as mathematics, from the elementary school years. © 2010 Wiley Periodicals, Inc. 相似文献
20.
Oral reading comprehension test scores are generally determined by a variety of factors, not only by task difficulty and examinee proficiency, but also by stimuli extraneous to the testing task itself — such as group vs. individual testing situation, scorer method and bias, and examinees’ sociolinguistic background, motivational disposition, and anxiety during the test.
By giving the same examination under the same testing conditions to students, teachers and administrators generally believe that they are thereby being fair in their testing practice. However, if the same test situation debilitates the motivation and performance of some groups while increasing the motivation and performance of others, the assumption of fairness in standardised test procedure may be only illusory. Indeed, while stimuli in the test situation appear to be held constant from the examiner's point of view, they may interact with background variables to differentially affect levels of test performance (Cole and Bruner, 1970).
Two types of anxiety effects have been differentiated in the literature, namely debilitative and facilitative effects (Alpert and Haber, 1960).
The present study sets out to examine the effects of the following factors on oral reading comprehension test scores: (a) anxiety under varying test conditions, (b) students’ gender, (c) students’ native language, (d) the testing situation (individual vs. group), and (e) the relative difficulty of the English language texts.
Two studies were conducted during an advanced English reading course at Haifa University to examine these issues. Study One, based on a sample of 170 students, was designed to examine the affective, cognitive, and sociolinguistic correlates within the test situation. No meaningful relationship was observed between students’ attitudes and test performance. Study Two, using 112 students, was undertaken to examine the roles of anxiety, sociolinguistic background, and text difficulty within the oral testing situation in greater depth. Test scores were affected by gender and ethnic affiliation but not by text difficulty, reported level of anxiety, or group vs. individual testing situation. 相似文献