小学儿童数学态度与数学成就的纵向联系:学业拖延和数学元认知的作用  

Longitudinal Associations between Attitudes towards Mathematics and Mathematical Achievement in Primary School Children: The Roles of Academic Procrastination and Mathematical Metacognition

作　　者：薛笑然 黄碧娟[1] 李红霞[1] 赵晓萌 司继伟[1] XUE Xiaoran;HUANG Bijuan;LI Hongxia;ZHAO Xiaomeng;SI Jiwei(School of Psychology,Shandong Normal University,Jinan 250358)

机构地区：[1]山东师范大学心理学院,济南250358

出　　处：《心理发展与教育》2022年第4期520-529,共10页Psychological Development and Education

基　　金：山东省大学生创新创业计划项目(201910445045);教育部人文社会科学研究规划基金项目(18YJA190014);国家自然科学基金面上项目(31971010)。

摘　　要：为深入探讨小学儿童的数学态度、学业拖延、数学元认知与数学成就之间的纵向联系及内在作用机制,对515名三、五年级小学生进行为期半年的追踪研究。结果表明:(1)学业拖延在儿童的数学态度与数学成就之间发挥着即时和纵向中介作用;(2)不同水平数学元认知个体在纵向中介模型中“数学态度→数学成就”这一路径上存在差异。这意味着较积极的数学态度有利于减少小学儿童的学业拖延行为,进而提高其数学成就,而高数学元认知则能够监控和调节个体的数学态度,使其发挥积极作用,从而提高数学成就。该发现为有效促进儿童的数学学习提供了重要实践启示。In order to further explore the longitudinal associations and the internal mechanism between the primary school children’s attitudes towards mathematics, academic procrastination, mathematical metacognition and mathematical achievement, a half-year longitudinal study was conducted on 515 primary school children in grades 3 and 5. Results showed that:(1) T1 and T2 academic procrastination mediated the relationship between children’s attitudes towards mathematics and mathematical achievement across time;(2) Different levels of mathematical metacognition had significant differences in the path of “attitudes towards mathematics→mathematical achievement” of the longitudinal mediation model. This means that more positive attitudes towards mathematics can reduce children’s academic procrastination, thereby improving their mathematical achievements, and high mathematical metacognition can monitor and moderate children’s attitudes towards mathematics to make them play a positive role, thereby improving mathematical achievement. These findings are of great significance for effectively promoting children’s mathematics learning.

关 键 词：数学态度 学业拖延 数学元认知 数学成就 小学儿童 

分 类 号：G442[哲学宗教—心理学]