低年级小学生认知与行为注意对数学成绩的影响机制研究

发布时间：2018-01-17 03:17

本文关键词：低年级小学生认知与行为注意对数学成绩的影响机制研究　出处：《吉林大学》2017年硕士论文　论文类型：学位论文

【摘要】：已有研究发现,儿童的注意能力会广泛的影响其学业表现,尤其是对小学低年级学生而言。由于数学学科与儿童认识加工能力的关系更为密切,因此儿童的数学成绩更加可能受到他们注意能力的影响。但是,过往研究只探究了儿童认知注意与数学成绩的关系,对行为注意与数学成绩关系的研究较为匮乏,更没有将认知注意和行为注意纳入到同一个模型当中探究它们对儿童数学成绩影响机制的研究。本研究就从认知注意和行为注意两个角度出发,深入探讨儿童的认知注意能力和行为注意表现对数学成绩的影响,并尝试验证儿童基本数学能力和教师期望在两条路径中的中介作用机制。本研究使用注意网络测验(ANT)、Conners儿童行为问卷(TRS)、《中国小学生基本数学能力测试量表》以及《小学生知觉教师期望问卷》对一至三年级小学儿童的认知注意、行为注意、基本数学能力以及教师期望进行了测量,同时收集了儿童在学校的数学成绩。通过对数据的相关和回归分析,本研究得到如下结果:(1)认知注意(注意网络)能力对儿童的数学成绩有显著的正向影响;(2)儿童的行为注意表现对数学成绩也有显著的正向影响。进一步的中介效应分析发现,(3)儿童的基本数学能力在认知注意对数学成绩的影响中起部分中介作用;(4)教师期望也在儿童行为注意对数学成绩的影响中起部分中介作用。这说明,儿童的认知注意能力和基本数学能力对其数学成绩都有正向的作用,其中认知注意通过影响儿童的基本数学能力来影响数学学业成绩。同样的,儿童行为注意表现和教师期望也对数学成绩有正向的作用,行为注意通过影响教师期望来对数学成绩产生影响。因此,本研究验证了假设的两条中介作用机制,即基本数学能力在儿童认知注意能力对数学成绩影响中的中介作用机制和教师期望在儿童行为注意表现对数学成绩影响中的中介作用机制。由此可见,对儿童数学成绩的影响不仅来源于认知注意能力的发展,行为注意表现也在其中具有显著的作用。同时,儿童基本数学能力和教师期望作为中介机制的作用也十分显著。因此,在促进儿童数学学业成就的同时,不仅要注重其认知注意能力和基本数学能力的习得,还应注重其行为注意表现和与此有关的教师期望对数学学习的重要影响。本研究不但为注意与学业表现关系领域增加了研究支持,研究结果也为一线教育工作者对低年级小学生数学的学习与教学提供了有针对性的参考和建议。
[Abstract]:It has been found that the attention ability of children will affect their academic performance widely, especially for the students in the lower grade of primary school. Because mathematics is more closely related to children's cognitive and processing ability. Therefore, children's mathematics achievement is more likely to be influenced by their attention ability. However, previous studies have only explored the relationship between children's cognitive attention and mathematical achievement. The research on the relationship between behavioral attention and mathematical achievement is scarce. Neither cognitive attention nor behavioral attention has been incorporated into the same model to explore the mechanism of their influence on children's mathematical achievement. This study is based on cognitive attention and behavioral attention. To explore the effect of children's cognitive attention ability and behavioral attention performance on mathematics achievement. We also try to verify the mediating mechanism of children's basic mathematical ability and teachers' expectation in two paths. The present study uses the attention Network Test (ANTN) and Conners Children's behavior questionnaire (TRS). The Chinese Primary School students' basic Mathematical ability Test scale and the Primary School perception teacher expectation questionnaire were used to study the cognitive and behavioral attention of primary school children in grades 1 to 3. Basic mathematical abilities and teachers' expectations were measured, and children's math scores in school were collected through correlation and regression analysis of data. The results of this study are as follows: (1) Cognitive attention (attention network) ability has a significant positive effect on children's mathematical achievement; (2) Children's behavioral attention performance also had a significant positive effect on mathematics achievement. (3) Children's basic mathematics ability plays an intermediary role in the influence of cognitive attention on mathematics achievement; Teachers' expectation also plays an intermediary role in the influence of children's behavioral attention on mathematical achievement, which shows that children's cognitive attention ability and basic mathematical ability have positive effects on their mathematical achievement. Cognitive attention affects the academic achievement of mathematics by influencing children's basic mathematical ability. Similarly, children's behavioral attention performance and teachers' expectation also have positive effects on mathematics achievement. Behavioral attention has an impact on mathematical achievement by influencing teachers' expectations. Therefore, this study verifies the hypothesis of two mediating mechanisms. That is, the intermediary mechanism of basic mathematics ability in children's cognitive attention ability and the intermediary mechanism of teachers' expectation in the influence of children's behavioral attention performance on mathematical achievement. The effect on children's mathematics achievement not only comes from the development of cognitive attention ability, but also plays a significant role in behavioral attention performance. Children's basic mathematics ability and teachers' expectation play an important role as intermediary mechanism. Therefore, in order to promote children's mathematics achievement, we should not only pay attention to the acquisition of cognitive attention ability and basic mathematics ability. We should also pay attention to the important influence of behavioral attention performance and teachers' expectation on mathematics learning. This study not only increases the research support for the field of relationship between attention and academic performance. The results also provide some reference and suggestions for the teaching and learning of mathematics for elementary school students in the first grade.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842

【相似文献】