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1.
应用学习经验问卷,对高中生进行数学学习经验调查,我们得出如下结论:(1)高中生数学学习态度得分较高,学习焦虑得分较低;学习焦虑中,课堂焦虑最严重,考试焦虑次之;学习态度中,学习信心得分最低,有用性最高;学习动机中,工作投入显著高于自我投入;(2)高中生数学成绩、学习焦虑与学习动机均存在显著的性别差异;(3)高焦虑、中等焦虑、低焦虑3组之间,学生学业成绩具有显著差异,其中,中间组学习成绩最好,而高焦虑组成绩最差;(4)高中生数学学习焦虑、学习态度与学习动机之间,以及它们与学业成绩之间均存在显著相关;(5)高中生数学学习焦虑、学习动机、学习态度对学业成绩均有预测作用. 相似文献
2.
学生对数学的认识既与数学课程内容紧密相关,也与学生在长期学习过程中形成的对数学内隐的看法紧密相关;数学观各维度发展的大致呈现一种偏"V"形趋势,即小学生得分最高,初中生、高中生得分依次下降,高中生各维度得分均处于最低水平,到大学阶段,又开始呈现上升趋势,得分又开始出现回升;在数学观各维度得分及数学观均分上,不同成绩学生存在显著差异,集中表现为学优生的得分显著地高于中等成绩学生及学差生. 相似文献
3.
数学学习焦虑是高中生数学学习心理障碍的主要表现形式之一,严重影响高中生的数学成绩.适度的数学焦虑可以激发学生的数学学习动机和数学潜能,但如果焦虑情绪长期不能得到缓解,就会引起很大的负面影响.高中数学学科特点及教材内容、学生错误认知、教师及家长等是导致高中生产生数学学习焦虑的原因;改变学生认知、营造轻松的课堂学习氛围、改进教学方法及改进教学评价可有效缓解高中生的数学学习焦虑. 相似文献
4.
目的：调查高中生数学学习适应性的现状,为高中生数学学习适应性教育提供科学依据。方法：采用《高中生数学学习适应性问卷》,评估561名高中生的数学学习适应性水平并分析其影响因素。结果：高中生的数学学习适应性处于中等偏上水平;高中女生的数学学习适应性得分显著高于高中男生;农村高中生的数学学习适应性得分显著高于城镇高中生;不同年级高中生的数学学习适应性具有显著差异。 相似文献
5.
本研究的目的在于探讨课间心理保健操在缓解高中生数学焦虑水平和提高数学成绩上的作用、效果。在自然实验情境下,对266名高中学生进行为期4个月的干预研究。结果表明：1.课间心理保健操能够有效缓解学生的数学焦虑水平;2.与其他学生体操相比,本套保健操能够更好地达到放松和缓解数学焦虑的效果;3.课间心理保健操对高数学焦虑学生的焦虑水平具有更好的干预效果。 相似文献
6.
探讨了高中生数学焦虑的结构、数学焦虑的影响因素.在文献分析的基础上,结合国内外已有的其他焦虑量表,通过访谈、开放式问卷等方法,编制了高中生数学焦虑量表.然后对其进行探索性因素分析.结果表明问卷结构明晰,具有较好的内部一致性信度. 相似文献
7.
通过对高中生所具有的数学焦虑加以调查研究,以期将其作为后续的教育干预重要的依据,对此笔者通过自制的调查问卷进行分层取样调查,对大量高中生的存在的数学焦虑进行分析。通过对调查结果进行分析能够得出,高中生存在的数学焦虑明显在中等水平及其之上,而且数学焦虑总体上和性别与学习信念具有明显的关联,即女生显著比男生的数学焦虑要严重,并随着学习信念的增加使焦虑水平下降。 相似文献
8.
利用外语阅读焦虑量表,对随机抽样的95名高中二年级学生进行测试,以考察高中生外语阅读焦虑与阅读成绩及性别的关系。研究结果表明:我国高中生普遍存在外语阅读焦虑,其焦虑程度明显高于国外学生;外语阅读焦虑与阅读成绩呈负相关,但是阅读焦虑和阅读成绩在性别上不存在显著差异。 相似文献
9.
基于文献回顾、学生访谈及理论构建，编制了高中生数学学习适应性问卷并施测于561名高中生．探索性因素分析结果表明，高中生数学学习适应性可解构为数学听讲适应、数学学习态度适应、数学解题方法适应、求助数学教师适应、数学应考适应及数学合作学习适应6个因子．全问卷的内部一致性系数和分半信度分别为0.95和0.89，各分问卷的信度均在0.82以上，分问卷与全问卷得分之间的相关系数在0.68～0.89之间，各分问卷得分之间的相关系数在0.42～0.70之间，全问卷总分与高中生同期期末数学考试成绩的相关系数为0.40． 相似文献
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11.
以中国民航飞行学院飞行技术专业部分学生为研究样本,利用多种统计分析方法对影响大学生数学成绩的因素进行分析,考察教师的教学水平、学生的高考数学成绩等因素对大学数学成绩的影响.结果显示：教师的教学水平与学生的高考数学成绩对大学数学成绩的影响均显著,但高考数学成绩只能解释大学数学成绩12.6%的变异.结论：教师的教学水平与学生的学习能动性对大学数学成绩有良好的促进作用. 相似文献
12.
目的：考察高职学生的特质自我控制水平对其学业倦怠的预测作用.方法：采用《特质自我控制量表》和《大学生学业倦怠量表》对366名高职学生施测,并采用多层次回归分析对数据进行统计.结果：城镇生源学生比农村生源学生表现出更多学习不当行为（P＜0.05）;男生在情绪低落维度上的得分显著高于女生（P＜0.05）;特质自我控制与学业倦怠各维度上的得分以及总体得分存在显著的负相关（P＜0.01）;在人口统计学变量后,特质自我控制对学业倦怠各维度以及总体得分均存在显著的负向预测作用（P＜0.01）,方差解释率达到16％至26％.结论：高职学生的特质自我控制是学业倦怠的一个重要保护性因子. 相似文献
13.
The level of test anxiety in mathematics subjects among early undergraduate students at the University of Nottingham Malaysia Campus is studied in this article. The sample consists of 206 students taking several mathematics modules who completed the questionnaires on test anxiety just before they entered the venue for midterm examinations. The sample data include the differences in the context of academic levels, gender groups and nationality backgrounds. The level of test anxiety in mathematics is measured using seven Likert questionnaire statements adapted from the Test Anxiety Inventory describing one's emotional feeling before the start of an examination. In general, the result shows that the students who had a lower score expectation were more anxious than those who had a higher score expectation, but that they obtained a better score than the expected score. In the context of academic levels, gender groups and nationality backgrounds, there were no significant correlations between the level of test anxiety and the students’ academic performance. The effect size of the correlation values ranged from extremely small to moderate. 相似文献
14.
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
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.
《Contemporary educational psychology》2001,26(3):291-310
Steele's (1992, 1997) stereotype-threat theory attempts to explain underperformance of minority students in academic domains and of women in mathematics. Steele argues that situational self-relevance of negative group stereotypes in testing situations increases the anxiety these students experience and that these differential anxiety levels explain performance differences. Research shows that manipulation of stereotype threat can affect academic performance. However, there has been little research testing whether anxiety does at least partially explain the relationship between race and achievement. The goal of this study was to examine whether anxiety will explain racial differences in academic performance and gender differences in math performance in the context of a nationally representative sample of high school seniors. Partial mediation was observed, with anxiety explaining significant portions of the racial differences in academic performance. Anxiety also partially explained sex differences in math achievement, although the effect sizes were very small. These results provide general support for Steele's stereotype-threat hypothesis. 相似文献
17.
《The Journal of educational research》2012,105(5):336-344
ABSTRACT The authors examined whether self-concept, self-efficacy, and self-esteem show differential predictive utility for academic achievement across age groups and domains. More specifically, the relationships of 3 self-constructs with achievement were examined in mathematics for elementary school students and mathematics and language arts for middle school students in Korea. Task value and test anxiety were hypothesized to mediate these relationships. Consistent with previous reports, domain-specific self-constructs such as self-efficacy and self-concept were better predictors of task value and achievement than was general self-esteem. Task value and test anxiety significantly mediated only the relationships of self-efficacy assessed by the Bandura-type scale to achievement. These domain-specific relationships tended to be stronger for middle school than elementary school students and in mathematics than language arts. 相似文献
18.
Wanying Zhou 《Journal of Language, Identity & Education》2018,17(3):168-181
A considerable amount of research has investigated the separate roles of motivation and identity in language learning. This study aimed to examine these two important constructs jointly by exploring the relationship between motivation, identity processing styles, and English learning among high school students. The hypotheses were empirically tested using questionnaire data collected from 187 Macau high school students. Correlation analysis found that only self-determined motivation was significantly positively related to academic performance in English and that none of the five identity processing styles was relevant. Further hierarchical regression analysis revealed that after controlling for age and gender, identification with commitment and ruminative exploration both negatively predicted English performance. Significant interaction effects were found between exploration in depth and self-determination and between ruminative exploration and self-determined motivation. However, ruminative exploration was the only significant predictor of academic performance when the students had low levels of self-determined motivation. 相似文献
19.
Alma Boutin-Martinez Rebeca Mireles-Rios Karen Nylund-Gibson Odelia Simon 《Journal of Education for Students Placed at Risk》2019,24(2):174-191
The purpose of this study is to explore the relationship between various protective factors with academic outcomes of Latina/o high school students. We use two groups of protective influences, individual and family, and their relationship to 12th grade mathematics achievement, dropout rates, and enrollment in post-secondary education. Latent class analysis was used to identify academic protective profiles, or latent groups/classes, among high school Latina/o students (N?=?1610) and assess group differences with respect to gender, SES, immigrant status, student’s native language, preschool attendance, and 10th grade mathematics. Results indicated the presence of four academic protective groups, which differed with respect to academic discussions with parents, and attitudes about mathematics. The four classes are compared with respect to academic outcomes and differences are discussed as well as implications for practice. 相似文献
20.
Vasalampi Kati Pakarinen Eija Torppa Minna Viljaranta Jaana Lerkkanen Marja-Kristiina Poikkeus Anna-Maija 《European Journal of Psychology of Education - EJPE》2020,35(3):625-646
According to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a negative effect on self-concept. In the present study, data from Finnish primary school students in grade 3 (504 students), grade 4 (487 students), and grade 6 (365 students) are used to examine whether the assumptions of the BFLP effect model hold already in primary school. Furthermore, we examined gender differences in BFLP effect. The results showed that as expected students’ high performance in literacy and in mathematics was related to high self-concept in the same subject. Support for the negative classroom effect was small and it depended on the school subject and student’s gender. That is, a high average classroom performance already in grade 3 had a negative but small effect on boys’ self-concept in mathematics. In literacy and among girls, only little support was found for the negative classroom effect.
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