学生感知的教师自主支持与数学焦虑如何影响学业成就——基于Z省42,643名学生的调研数据  

How Do Student Perceived Teacher Support and Mathematics Anxiety Affect Their Academic Achievement?A Large-scale Assessment Based On 42,643 Students In Z Province

作　　者：何声清 綦春霞[2] HE Shengqing;QI Chunxia

机构地区：[1]上海师范大学数理学院,200234 [2]北京师范大学教育学部,100875

出　　处：《教育科学研究》2023年第2期60-68,共9页Educational Science Research

基　　金：北京师范大学中国基础教育质量监测协同创新中心“区域质量健康体检项目”子项目“中学数学学业质量诊断与反馈”(105006)的研究成果。

摘　　要：以Z省42,643名八年级学生为被试,考查学生感知的教师自主支持、数学焦虑对数学学业成就的作用机制,并探索上述机制在不同能力水平、不同性别群体间的差异。结果表明:教师自主支持对学生数学学业成就具有显著的预测作用;数学焦虑在教师自主支持和数学学业成就之间起到部分中介作用;上述作用机制在不同能力水平、不同性别学生之间存在显著差异。对教学的建议有:在课堂教学中给予学生充分的教师自主支持;及时关注学生的数学焦虑情绪,并通过适当的教师自主支持予以消解;关注教师自主支持、数学焦虑对数学学业成就作用机制的群体差异。A total of 42,643 eighth-grade students in Z province were selected to investigate the effects of student perceived teacher support and mathematics anxiety on mathematics academic achievement,and to explore the differences of the above mechanisms among different ability levels and between different genders.The results show that:teacher support has a significant predictive effect on students’mathematics academic achievement;Mathematics anxiety plays a partial mediating role between teacher support and mathematics academic achievement.There are significant differences in the above mechanisms among students with different ability levels and genders.The suggestions for teaching include:giving students sufficient support in classroom teaching;Attention should be paid to students’mathematics anxiety in time and it should be relieved by appropriate teachers’upport.Focus on the group differences in the mechanism of teacher support and mathematics anxiety on mathematics academic achievement.

关 键 词：教师自主支持 数学焦虑 数学学业成就 中介效应 

分 类 号：G442[哲学宗教—心理学]