初中生数学焦虑与数学自我监控能力对数学学习策略的影响研究

发布时间：2018-10-12 16:25

【摘要】：对于探讨影响学生数学学业成绩的因素,以帮助学生进行有效的数学学习,提高数学成绩,一直是数学教育界热门的研究课题。数学焦虑、数学自我监控能力和数学学习策略都对数学学业成绩都有重要的影响,且这三个变量之间又存在密切的关系,但过去的研究较多探讨这三个变量作为单变量与数学学业成绩之间的关系,而很少有研究者去探讨这三者间的关系。本研究在综述并分析已有文献的基础上,以初中生数学焦虑、数学自我监控能力为自变量、数学学习策略为因变量,运用方差分析、相关分析、回归分析等统计方法,考察它们的发展状况及其影响关系。通过本研究得出结论如下：(1)大部分初中生的数学焦虑都处在中等以下程度,但仍有部分初中生的数学焦虑程度比较高；初中生的数学焦虑在不同性别上不存在差异,且初一初二学生的数学焦虑在年级上不存在差异。(2)大部分初中生的数学自我监控能力都处在中等以上水平,但仍有部分初中生的数学自我监控水平比较低；初中生的数学自我监控能力在不同性别上不存在差异,且初一初二学生的数学自我监控能力在年级上不存在差异。(3)大部分初中生的数学学习策略都处在中等以上水平,但仍有部分初中生的数学学习策略水平比较低；初中生的数学学习策略在不同性别上不存在差异,且初一初二学生的数学学习策略在年级上不存在差异。(4)具有较高程度数学焦虑的学生倾向于具有较低水平的数学自学习策略,具有中等程度数学焦虑的学生倾向于具有中等水平的数学学习策略,具有较低程度数学焦虑的学生倾向于具有较高水平的数学学习策略。因此,初中生的数学焦虑影响着数学学习策略。(5)具有较高水平数学自我监控能力的学生倾向于具有较高水平的数学自学习策略,具有中等水平数学自我监控能力的学生倾向于具有中等水平的数学学习策略,具有较低水平数学自我监控能力的学生倾向于具有较低水平的数学学习策略。因此,初中生的数学自我监控能力影响着数学学习策略。(6)初中生数学焦虑与数学学习策略之间呈现显著负相关,而其数学自我监控能力与数学学习策略之间则呈现显著正相关。且相对于数学焦虑,数学自我监控能力对数学学习策略的影响要更大。(7)初中生数学焦虑与数学自我监控能力之间呈现显著负相关,但它们的交互作用对数学学习策略的影响是不显著的。数学焦虑和数学自我监控能力是各自独立的对数学学习策略产生重要影响,数学自我监控能力对数学学习策略的影响不以数学焦虑为中介,同样数学焦虑对数学学习策略的影响也不以数学自我监控能力为中介。
[Abstract]:It has been a hot research topic in the field of mathematics education to probe into the factors that affect the students' academic achievement in mathematics, in order to help them to study mathematics effectively and improve their mathematics achievement. Mathematics anxiety, mathematics self-monitoring ability and mathematics learning strategy all have important influence on mathematics academic achievement, and these three variables are closely related to each other. However, in the past studies, the relationship between these three variables as univariate and academic achievement in mathematics has been explored more frequently, and few researchers have explored the relationship between the three variables. On the basis of summarizing and analyzing the existing literature, this study takes mathematics anxiety, mathematics self-monitoring ability as independent variable, mathematics learning strategy as dependent variable, and uses statistical methods such as variance analysis, correlation analysis, regression analysis and so on. To investigate their development and their impact on the relationship. The conclusions of this study are as follows: (1) most junior high school students' mathematics anxiety is below the middle level, but there are still some junior high school students' mathematics anxiety degree is relatively high, the junior middle school students' mathematics anxiety has no difference in different sexes. And there is no difference in the grade of mathematics anxiety of junior high school students. (2) most junior high school students' mathematics self-monitoring ability is above the middle level, but some junior high school students' mathematics self-monitoring level is low; There is no difference in mathematics self-monitoring ability among junior high school students in different genders, and there is no difference in mathematics self-monitoring ability in grade among junior high school students. (3) most junior high school students' mathematics learning strategies are above the average level. But there are still some junior high school students' mathematics learning strategy level is relatively low, the junior middle school students' mathematics learning strategy has no difference in different gender, Moreover, there is no difference in mathematics learning strategies of grade two students. (4) students with high degree of mathematics anxiety tend to have lower level of mathematics self-learning strategies. Students with medium degree of mathematics anxiety tend to have medium level of mathematics learning strategies, and students with lower degree of mathematics anxiety tend to have higher level of mathematics learning strategies. Therefore, mathematics anxiety affects mathematics learning strategies. (5) students with higher mathematics self-monitoring ability tend to have a higher level of mathematics self-learning strategies. Students with middle level mathematics self-monitoring ability tend to have medium level mathematics learning strategy, and students with lower level mathematics self-monitoring ability tend to have lower level mathematics learning strategy. Therefore, the mathematics self-monitoring ability of junior high school students affects mathematics learning strategies. (6) there is a significant negative correlation between mathematics anxiety and mathematics learning strategies, while there is a significant positive correlation between mathematics self-monitoring ability and mathematics learning strategies. Compared with mathematical anxiety, mathematical self-monitoring ability has a greater impact on mathematics learning strategies. (7) there is a significant negative correlation between mathematical anxiety and mathematical self-monitoring ability of junior high school students. However, their interaction has little effect on mathematics learning strategies. Mathematics anxiety and mathematics self-monitoring ability have important influence on mathematics learning strategy independently. The influence of mathematics self-monitoring ability on mathematics learning strategy is not mediated by mathematics anxiety. The influence of mathematics anxiety on mathematics learning strategies is not mediated by mathematics self-monitoring.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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