社会说服与高中生数学自我效能的关系——一个有中介的调节模型  

The Relationship between Social Persuasion and Mathematical Self-Efficacy of High School Students:A Mediated Moderation Model

作　　者：甘艳 GAN Yan(School of Mathematics and Science,Capital Normal University,Beijing 100048,China;Beijing University of Technology,Beijing 100124,China)

机构地区：[1]首都师范大学数学科学学院,北京100048 [2]北京工业大学,北京100124

出　　处：《数学教育学报》2022年第1期28-34,共7页Journal of Mathematics Education

基　　金：江苏省教育科学“十三五”规划2020年度课题--“教育科学”视角下数学学科教学改革研究--以中小学“微积分”知识模块为例(D/2020/01/30);首都师范大学2021年研究生高水平学术创新项目--中学生数学自我效能的来源的研究(2021gxc064)。

摘　　要：以H省两所高中的1358名学生为调查对象,采用结构方程模型考察社会说服与数学自我效能的关系及其内在作用机制——掌握经验的中介效应和内在价值的调节效应.结果表明:(1)社会说服正向预测数学自我效能;(2)内在价值对社会说服与数学自我效能之间的关系具有调节效应,即社会说服对数学自我效能的影响随着内在价值的降低而减弱;(3)内在价值的调节效应以掌握经验为中介变量.研究揭示了社会说服与数学自我效能之间关系的内在机制及其个体差异,丰富了数学自我效能来源的成果,对避免社会说服在学生数学学习过程中的消极影响具有理论意义.Taking 1358 students from two high schools in H province as the survey objects, the relationship between social persuasion and mathematical self-efficacy and its internal mechanism were investigated by using structural equation model: the mediating effect of mastery experience and the moderating effect of intrinsic value. The results show that:(1) social persuasion positively predicts mathematical self-efficacy;(2) intrinsic value has a moderating effect on the relationship between social persuasion and mathematical self-efficacy, that is, the impact of social persuasion on mathematical self-efficacy decreases with the decrease of intrinsic value;(3) the moderating effect of intrinsic value takes mastery experience as a mediating variable. The study reveals the internal mechanism and individual differences of the relationship between social persuasion and mathematical self-efficacy, enriches the results of the source of mathematical self-efficacy, and has theoretical significance for avoiding the negative impact of social persuasion on students’ mathematics learning process.

关 键 词：社会说服 数学自我效能 掌握经验 内在价值 

分 类 号：G635.5[文化科学—教育学]