藏族中学生元认知对数学成绩的影响:学习动机的调节作用  

The Influence of Tibetan Middle School Students’Meta-Cognition on Mathematics Achievement:The Moderating Role of Learning Motivation

作　　者：邢俊利 吴楠冰 XING Jun-li;WU Nan-bing(School of Education,Research Center of Tibet Education Development,Tibet University,Tibet Lhasa,850000)

机构地区：[1]西藏大学教育学院西藏教育发展研究中心,西藏拉萨850000

出　　处：《数学教育学报》2022年第6期93-98,共6页Journal of Mathematics Education

基　　金：西藏自治区教育科学研究课题——西藏教育精准扶贫的治理逻辑与实践路径研究(XZJYKTJX06)。

摘　　要：元认知能力、学习动机对数学成绩的提升有重要作用.多年来,西藏中学生数学成绩一直普遍偏低.为探讨元认知、学习动机对藏族中学生数学成绩的预测作用与影响机制,选取1980名藏族初中生为样本进行调查.结果表明:藏族初中生的元认知和学习动机均处于中等水平,前者各维度水平较为均一、元认知监控能力偏低,后者各维度水平差异很大.表现为:附属内驱力和自我提高内驱力水平较高、认知内驱力水平偏低;元认知、学习动机均显著正向预测数学成绩;学习动机在元认知和数学成绩之间起部分调节作用,学习动机可解释数学成绩的部分变异.研究揭示了藏族初中生元认知与学习动机的发展水平与特点,进一步证实了元认知、学习动机对学业成绩的预测作用.Meta-cognition and learning motivation play an important role in the improvement of math achievement.For many years,the math scores of Tibetan middle school students have been generally low.In order to explore the predictive effect and influence mechanism among meta-cognition,learning motivation and math achievement of Tibetan middle school students,a sample of 1980 Tibetan junior middle school students was selected for investigation.The results show that:(1)The meta-cognition and learning motivation of Tibetan junior high school students are both at the middle level.The meta-cognitive monitoring ability of Tibetan junior high school students is relatively uniform in all dimensions,while the meta-cognitive monitoring ability of Tibetan junior high school students is relatively low.The meta-cognitive and learning motivation of Tibetan junior high school students are at the middle level;(2)Meta-cognition and learning motivation of Tibetan junior high school students are significantly positive predictive of math achievement;(3)Learning motivation of Tibetan middle school students plays a moderating role in the relationship between meta-cognition and math achievement,and learning motivation can explain part of the variation in math performance.Therefore,the study reveals the development level and characteristics of meta-cognition and learning motivation of Tibetan middle school students,and further confirms the predictive effect of meta-cognition and learning motivation on academic achievement.

关 键 词：藏族中学生 元认知 学习动机 数学成绩 

分 类 号：G632[文化科学—教育学]