初一学生数学学习动机和坚持性:数学——性别刻板印象的影响  

The Motivation and Persistence of Mathematics Learning of First-Year Students in Junior High School:The Influence of Math-Gender Stereotypes

作　　者：李杨 黄碧娟[1] 李红霞[1] 司继伟[1] LI Yang;HUANG Bi-juan;LI Hong-xia;SI Ji-wei(School of Psychology,Shandong Normal University,Shandong Jinan 250358)

机构地区：[1]山东师范大学心理学院,山东济南250358

出　　处：《数学教育学报》2022年第1期35-41,共7页Journal of Mathematics Education

基　　金：山东师范大学省级大学生创新创业训练项目--数学-性别刻板印象对初中生数学学习坚持性的影响:数学学习动机的中介作用(S201910445113)。

摘　　要：为探究数学—性别刻板印象对初中生数学学习动机和坚持性的影响以及性别差异,采用外显数学刻板印象量表、内隐数学—性别联想测验、数学学习坚持性量表和数学学习动机量表,对初一学生进行测查.结果显示:(1)总体上,初中生不存在外显数学刻板印象,而存在内隐数学刻板印象;(2)性别调节外显数学刻板印象与数学学习动机的关系,并且进一步影响学生的数学学习坚持性.具体而言,男生的外显数学刻板印象通过提高学习动机影响学习坚持性;而对于女生,外显数学刻板印象却会降低学习动机影响学习坚持性.但内隐数学刻板印象并不存在类似调节和中介效应.在教育实践中,教师应充分重视数学刻板印象给男、女初中生数学学习活动带来的不同影响,并实施有效的预防和弥补措施.To explore the impact of mathematics-gender stereotypes on junior high school students’ mathematics learning motivation and persistence as well as the gender differences during mathematics learning, the explicit mathematics-gender stereotype scale, implicit mathematics-gender association test, mathematics learning persistence scale and mathematics learning motivation scale were used to investigate first-year students in junior high school. The results show that:(1) Generally speaking,there are no explicit mathematical stereotypes in junior high school students, but implicit mathematical stereotypes;(2) Gender moderates the relationship between explicit mathematical stereotypes and mathematics learning motivation, and further affects students’ mathematics learning persistence. Specifically, the explicit mathematics-gender stereotype of boys affects learning persistence by improving learning motivation;while for girls, explicit mathematics-gender stereotypes reduce learning motivation and affect learning persistence. However, there are no similar moderating and mediating effects on implicit mathematical stereotypes. In educational practice, teachers should pay full attention to the different influences of mathematical stereotypes on male and female junior high school students’ mathematics learning activities, and implement effective preventive and remedial measures.

关 键 词：初一学生 数学—性别刻板印象 数学学习坚持性 数学学习动机 

分 类 号：G633.6[文化科学—教育学]