士官学员数学焦虑、自我效能与学习投入的关系研究  

Relations among sergeant cadets' math anxiety,math self-efficacy and input of math study

作　　者：田菲[1] 李建平[1] 易图林[1] 胡超斌[1] 

机构地区：[1]空军预警学院,武汉430019

出　　处：《空军预警学院学报》2016年第2期131-135,共5页Journal of Air Force Early Warning Academy

摘　　要：为探讨士官学员数学焦虑、数学自我效能与数学学习投入的关系,采用相应量表对386名士官学员进行了调查.调查结果表明,士官学员的数学焦虑、自我效能、学习投入整体处于中等水平;士官学员的数学焦虑与自我效能、学习投入呈显著负相关,数学自我效能与学习投入呈显著正相关;引入数学自我效能后,数学焦虑对数学学习投入的影响不再显著,而数学自我效能对数学学习投入有显著正向影响,数学自我效能在数学焦虑与数学学习投入之间起着完全中介作用,中介效应占总效应的47.4%.为此,提出营造社会性支持的课堂氛围、引导其进行努力归因、拓展数学的关联性知识等来提升士官学员的数学自我效能.To deal with the relations among sergeant cadets＇ math anxiety, math self-efficacy and the input of math study, this paper makes a survey on 386 cadets using the corresponding scale. The survey findings show that the cadets＇ math anxiety and math self-efficacy, and the input of math study is overall on the medium level, their math anxiety is clear negatively correlative to the math self-efficacy and the input of math study, and the math self-efficacy is clear positively related to the input of math study. And the math anxiety does not exert an distinct influence on the input of math study while math self-efficacy has a remarkable positive effect on the input of math study, the math self-efficacy plays an intermediary role between the math anxiety and the input of math study, and the intermediary effect accounts for 47.4% of the gross one, after introducing the math self-efficacy. Therefore, this paper proposes that the cadets＇ math self-efficacy can be advanced by constructing the classroom atmosphere with social support, introducing them to have the attribution to hardworking and expanding the relevant knowledge of math.

关 键 词：士官学员 数学自我效能 数学学习投入 数学焦虑 

分 类 号：O212.1[理学—概率论与数理统计] E251[理学—数学]