初中生数学学业自我概念调查研究  

Investigation and Analysis of Mathematics Academic Self-concept of Middle School Students

作　　者：邓凡茂[1] 齐永芹[2] 

机构地区：[1]安徽师范大学数计学院,安徽芜湖241000 [2]安徽电子信息职业技术学院,安徽蚌埠233030

出　　处：《湖北第二师范学院学报》2017年第2期129-132,共4页Journal of Hubei University of Education

基　　金：国家社科基金项目(11BKS067);安徽省高校人文社科研究重点项目(SK2015A586);安徽省高校人文社科研究重点项目(SK2015A588);安徽省质量工程教学研究项目(2013jyxm428);安徽省教育科学规划项目(JG13004);安徽省弘扬核心价值观名师工作室(Szzgjh1-1-2017-30);安徽省教育科学规划重点课题(JG11020)

摘　　要：采用新修订的初中生数学学业自我概念量表,调查初中生数学学业自我概念,并从性别与成绩排名的角度进行差异性分析,结果表明:(1)初中生数学学业自我概念总值及各个维度的分量均处于中等水平;(2)初中生数学学业自我概念无论是自我认知、自我体验和自我调控的三个维度,还是数学学业自我概念总值均不存在性别显著差异;(3)不同成绩排名分段的初中生,数学学业自我概念中的自我认知、自我体验和自我调控的三个维度及数学学业自我概念总值均存在显著差异。结论:初中生数学学业自我概念存在较大发展空间,对于成绩排名其差异性显著,但性别差异不显著。By using the newly revised middle school students mathematics academic self-concept scale,this paper investigates the self-concept of middle school students and analyzes the differences from the perspective of gender and performance ranking,and the results show that：（1） Gross mathematics academic self-concept of middle school students and the components of each dimension are in the medium level;（2） There are no distinct gender difference in both three dimensions of middle school students ＇ mathematics academic self-concept,namely self-cognition, self-experience and self-regulation, or in the gross of mathematics academic self-concept;（3） Middle school students with different ranking section have significant differences in the gross of mathematics academic self-concept and in the three dimensions of self-cognition,self-experience and self-regulation as well as in mathematical academic self-concept. Conclusion： there is a great development space for middle school students＇ self-concept in mathematics academic. And while the difference of students with different ranking section is significant,the gender difference is not significant.

关 键 词：初中生 数学学业 学业自我概念 性别 成绩排名 

分 类 号：G62[文化科学—教育学]