初中生数学自我概念影响因素的定量分析——基于“学生个体”和“数学教室文化”等因素的考察  

Quantitative Analysis of Factors Influencing the Math Self-Concept of Junior High School Students ——Based on the “Student Individual” and “Mathematics Classroom Culture” Factors

作　　者：梁好翠[1] 

机构地区：[1]钦州学院理学院

出　　处：《数学教育学报》2016年第4期25-29,共5页Journal of Mathematics Education

基　　金：教育部人文社会科学研究规划基金项目——民族地区农村中小学生学业自我概念及其发展研究(15YJA880035);广西教育科学“十二五”规划课题——广西农村中学生数学自我概念及其对数学学习影响的研究(2013B029)

摘　　要：初中生数学自我概念的影响因素有个体内部因素和外部因素,其中个体内部因素主要有数学学习动机、数学成绩、数学焦虑等,外部因素主要有数学教师期望等＂数学教室文化＂,数学教师期望包括数学教师态度和教师行为.在这些影响因素中,数学教师期望、数学学习动机、数学成绩和数学焦虑对数学自我概念影响的直接效应分别是0.61、0.20、0.19和-0.13;数学教师期望、数学成绩、数学焦虑分别通过学习动机间接地影响数学自我概念,影响的总效应分别是0.674、0.22和-0.23.同学评价对数学自我概念的影响没有达显著水平.数学教师期望与数学学习动机产生非常显著的交互作用.因此,要加强＂数学教室文化＂建设,合理引导学生成败的归因,激发学生的积极＂个体因素＂,提高学生数学自我概念.The factors that influence mathematics self-concept of junior high school students have individual internal factors and external factors, of which the individual internal factors are mainly the mathematics learning motivation, mathematics achievement, mathematics anxiety, external factors are mainly the mathematics teacher expectations, mathematics teacher expectations including mathematics teachers attitudes and behavior. Among these factors, the mathematics teacher expectation maximum impact on mathematics self-concept, the second is mathematics learning motivation, mathematics achievement again is not reached significant level affect students evaluate mathematics self-concept. In these factors, the direct effect of the mathematics teachers＇ expectation, mathematics learning motivation, mathematics achievemem and mathematics anxiety on the concept of mathematics is 0.61, 0.20, 0.19 and -0.13 respectively. At the same time, Mathematics Teachers＇ expectation, mathematics achievement, mathematics anxiety indirectly influence the self-concept of mathematics by learning motivation. The total effects were 0.674, 0.22and -0.23. The influence of students＇ evaluation on the concept of mathematics has not reached a significant level. The expectation of mathematics teachers and the interaction of the motivation of mathematics learning. Therefore, to strengthen the construction of the ＂mathematics classroom culture＂, stimulate students mathematics learning motivation. The attribution of reasonable lead to the students success or failure, improve students mathematics self-concept.

关 键 词：数学自我概念 影响因素 学生个体 数学教室文化 

分 类 号：G420[文化科学—课程与教学论]