初中生数学学习自我效能感现状的调查研究
发布时间：2018-07-31 08:33
【摘要】：关于中学生数学学业成绩影响因素的研究一直是各界关注的焦点问题。数学学习自我效能是影响数学成绩重要因素之一。数学学习自我效能感是由班杜拉首先提出的自我效能的概念发展而来,是指学生在数学学习过程中对其行为目标所需要的能力的预期或信念。有关中学生数学学习自我效能感的发展以及其与数学成绩关系的研究有很多,大多研究结果表明数学学习自我效能与数学成绩密切相关。但关于中学生数学学习自我效能发展特点的研究结果存在一些分歧。本人在研究综述并分析已有相关研究的基础上,在南京市某中学(初中)发放问卷进行调查研究。在每个年级选取两种水平的班级(分别为1班和2班),并运用spss17.0以及Excel进行数据处理,分析初中生数学学习自我效能的基本现状及其与数学学业成绩之间的关系,并获得以下结论：(1)大部分初中生数学学习自我效能感高于中值水平；(2)初一年级在数学学习自我效能感以及个别维度的效能上低于初二年级,但有的维度效能高于初二年级,但总体的变化比较平缓,差异不显著；初三年级总效能以及各个维度的效能都低于初一、初二年级,且变化较快,差异显著；(3)2班数学学习自我效能感以及各维度的效能高于1班；(4)初中男生数学学习自我效能感高于女生,并且差异显著；(5)初中生数学学习自我效能感与数学学业成绩呈显著正相关；并且数学学习自我效能感越高,数学成绩越好,反之越低。
[Abstract]:The study on the influencing factors of middle school students' mathematics academic achievement has been the focus of attention from all walks of life. Mathematics learning self-efficacy is one of the important factors affecting mathematics achievement. The sense of self-efficacy in mathematics learning is developed from the concept of self-efficacy put forward by Bandura first. It refers to the expectation or belief of students' ability to act in the process of learning mathematics. There are many researches on the development of mathematics learning self-efficacy and its relationship with mathematics achievement, most of which show that mathematics learning self-efficacy is closely related to mathematics achievement. However, there are some differences on the characteristics of middle school students' self-efficacy in mathematics learning. On the basis of summarizing and analyzing the related research, I investigated a middle school (junior middle school) questionnaire in Nanjing. Two classes (class 1 and class 2) were selected in each grade, and the data were processed by spss17.0 and Excel to analyze the basic status of self-efficacy in mathematics learning and the relationship between the self-efficacy and the academic achievement of mathematics. The following conclusions are obtained: (1) most junior high school students' self-efficacy in mathematics learning is higher than the median level; (2) the self-efficacy of mathematics learning in grade one is lower than that in grade two, but in some cases it is higher than that in grade two. However, the overall change is relatively flat, the difference is not significant, the total efficacy of grade three and the efficacy of each dimension are lower than those of grade one and grade two, and the change is faster and the difference is significant. (3) the self-efficacy of mathematics learning in class 2 was higher than that in class 1, (4) the self-efficacy of mathematics learning in junior middle school students was higher than that of girls, and the difference was significant, (5) the self-efficacy sense of mathematics learning of junior middle school students was positively correlated with their academic achievement in mathematics. And the higher the sense of self-efficacy in mathematics learning, the better the math score, the lower the contrary.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
本文编号：2155022
[Abstract]:The study on the influencing factors of middle school students' mathematics academic achievement has been the focus of attention from all walks of life. Mathematics learning self-efficacy is one of the important factors affecting mathematics achievement. The sense of self-efficacy in mathematics learning is developed from the concept of self-efficacy put forward by Bandura first. It refers to the expectation or belief of students' ability to act in the process of learning mathematics. There are many researches on the development of mathematics learning self-efficacy and its relationship with mathematics achievement, most of which show that mathematics learning self-efficacy is closely related to mathematics achievement. However, there are some differences on the characteristics of middle school students' self-efficacy in mathematics learning. On the basis of summarizing and analyzing the related research, I investigated a middle school (junior middle school) questionnaire in Nanjing. Two classes (class 1 and class 2) were selected in each grade, and the data were processed by spss17.0 and Excel to analyze the basic status of self-efficacy in mathematics learning and the relationship between the self-efficacy and the academic achievement of mathematics. The following conclusions are obtained: (1) most junior high school students' self-efficacy in mathematics learning is higher than the median level; (2) the self-efficacy of mathematics learning in grade one is lower than that in grade two, but in some cases it is higher than that in grade two. However, the overall change is relatively flat, the difference is not significant, the total efficacy of grade three and the efficacy of each dimension are lower than those of grade one and grade two, and the change is faster and the difference is significant. (3) the self-efficacy of mathematics learning in class 2 was higher than that in class 1, (4) the self-efficacy of mathematics learning in junior middle school students was higher than that of girls, and the difference was significant, (5) the self-efficacy sense of mathematics learning of junior middle school students was positively correlated with their academic achievement in mathematics. And the higher the sense of self-efficacy in mathematics learning, the better the math score, the lower the contrary.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
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