数学自我监控及学习动机对数学成绩影响机理的研究  

Research of the Mechanism for Effects of Mathematics Self-monitoring and Mathematics Academic Motivation on Mathematics Grade

作　　者：梁好翠[1] 黄岳俊[1] 

机构地区：[1]钦州学院数学与计算机科学系

出　　处：《数学教育学报》2011年第1期58-60,共3页Journal of Mathematics Education

基　　金：广西教育科学“十一五”规划课题——数学应用问题解决的认知机制及教学策略研究(2008C86)

摘　　要：初中生数学自我监控能力与数学学习动机有着非常显著的密切关系，它们对数学学习成绩都产生重要的影响，但是两者对数学学习成绩的影响不存在显著的交互作用．数学自我监控对数学成绩的影响并不是以学习动机为中介起作用的，而是各自独立地对数学成绩产生影响．就它们对数学成绩的影响程度而言，数学学习动机比数学自我监控的影响要大．优生与差生在数学学习动机和数学自我监控能力上存在非常显著的差异．There is a definite link between middle school students＇ mathematics self-monitoring and mathematics academic motivation. Although they both have great effects on mathematics grades, there is no obvious interaction between them. The influence of mathematics self-monitoring on mathematics grades is not mathematics academic motivation-mediated, however, they affect the mathematics grades separately. As far as extend of their effects on math grades is concerned, mathematics self-monitoring is much more important than mathematics academic motivation. There is great difference between the top students and inferior students on math self-monitoring and mathematics academic motivation.

关 键 词：数学自我监控 数学学习动机 影响机理 数学成绩 

分 类 号：G447[哲学宗教—心理学]