初中生数学自我概念对数学成就影响机制的研究  

Study on the Effect of Mathematics Self-concept on Mathematics Achievement

作　　者：梁好翠[1] 

机构地区：[1]钦州学院数学与计算机科学学院

出　　处：《数学教育学报》2013年第1期51-54,共4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：初中生的数学自我概念、数学学习动机和数学成绩之间存在非常显著的正相关．数学自我概念与数学成绩之间的影响具有双向性和动态性，初中生数学自我概念与数学成绩的因果关系主要表现为自我增强模型、交互影响模型及发展观等．数学自我概念和数学学习动机对数学成绩都产生重要的影响，两者对数学成绩都具有预测作用．数学自我概念对数学成绩的影响，一方面是直接的，另一方面是部分通过数学学习动机起作用，中介效应占总效应的比例为43．97％．优生与差生在数学自我概念和数学学习动机上存在显著差异．there was a significant positive relation between junior middle school students＇ mathematics self-concept, learning motivation and mathematics achievement. The Effect of mathematics and mathematics achievement Self-concept was bi directional and dynamic, the causality between junior middle school students＇ mathematics self-concept and mathematics achievement mainly presented self-enhancement model, reciprocal-effect model, and development perspective and so on. Mathematics self-concept and learning motivation had an important influence on mathematics achievement. Both predicted mathematics achievement. The effect of mathematics self-concept on mathematics achievement, on one hand was direct, on the other hand was mathematics learning motivation itself, the mediating effect accounted for 43.97% of the total effect .There existed significant difference between top students and inferior students.

关 键 词：数学自我概念 学习动机 数学成就 

分 类 号：G632[文化科学—教育学]