影响大学生数学成绩的三因素研究  

Relationship between Mathematic Anxiety and Sense of Mathematic Self-efficacy, Mathematic Learning Strategies and Achievement

作　　者：杨云苏[1] 王礼胜[1] 罗润生[2] 

机构地区：[1]井冈山大学数理学院,江西吉安343009 [2]井冈山大学教育学院,江西吉安343009

出　　处：《数学教育学报》2008年第6期56-59,共4页Journal of Mathematics Education

基　　金：江西省教育厅高校教学改革立项课题——影响大学生数学学习的非智力因素研究(JXJG061433);江西省教育科学“十一五”规划课题——新课标下数学学习策略研究(07YB159)

摘　　要：数学焦虑、数学自我效能和学习策略是影响大学生数学成绩的主要因素．数学焦虑、数学自我效能与学习策略对数学成绩均有预测作用．目前，我国大学生的数学考试焦虑比较严重，资源学习策略水平比较低；数学成绩与学习策略均存在极其显著的性别差异，女生数学成绩与学习策略水平均优于男生，数学焦虑水平低于男生；数学自我效能、学习策略之间，以及它们与数学成绩之间均存在显著正相关，数学焦虑与数学自我效能、学习策略、数学成绩之间均存在显著负相关．In this paper, the mathematic major students are conducted with the chart of mathematic learning anxiety, the sense of mathematic self-efficacy and learning strategies. The results were as follows： Mathematic test anxiety among the students was serious, and the level of resource learning strategies were low; There was an obvious sexual difference in terms of mathematic anxiety, learning strategies and achievement, the level of mathematic anxiety of female students were lower than that of male students, but achievement and the level of learning strategies were higher than that of the males; There was a positive correlations among the sense of mathematic self-efficacy, the learning strategies and mathematic achievement, and a negative one among the mathematic anxiety, the sense of mathematic self-efficacy, learning strategies and their achievement; College mathematic anxiety, the sense of mathematic self-efficacy and learning strategies could serve as a predicator of their mathematics achievement.

关 键 词：数学焦虑 数学自我效能 学习策略 数学成绩 

分 类 号：G449[哲学宗教—心理学]