大一新生高等数学学习焦虑与学业拖延的相关研究  

A Correlational Study on Learning Anxiety and Academic Procrastination in Freshmen's Advanced Mathematics

作　　者：孙露[1] 秦晶 周宗好[1] SUN Lu;QIN Jing;ZHOU Zong-hao(Huangshan University,Huangshan,Anhui 245041)

机构地区：[1]黄山学院,安徽黄山245041

出　　处：《江西电力职业技术学院学报》2024年第9期12-17,共6页Journal of Jiangxi Vocational and Technical College of Electricity

基　　金：安徽省重点教研项目“新工科背景下高等数学STEM融合教学模式的建构”(项目编号:2022jyxm1477);安徽省重点教研项目(项目编号:2023jyxm0702)阶段性研究成果。

摘　　要：为探寻大一新生高等数学学习焦虑与学业拖延的现状及其关系,通过随机抽样的方法,对211名大一新生进行有关高等数学学习焦虑与学业拖延的问卷调查,助力高等数学课程教学改革,为“第一年教育”的有效开展提供实证参考。结果发现:50%以上的大一新生存在中、高程度的高等数学学习焦虑与学业拖延,不同学业分组学生的高等数学学习焦虑与学业拖延均存在显著性差异,高等数学学习焦虑与学业拖延具有显著的正相关,且后者对前者有着显著的正向预测作用。建议设计基于学生发展为中心的FYE计划与配套教学策略,助力大一新生降低拖延期望的行动实施,减少高等数学学习焦虑的体验,促进高大数学教学的良好衔接,提高教学质量。To explore the current status and relationship between learning anxiety and academic procrastination in freshmen's advanced mathematics,a questionnaire survey was conducted among 211 freshmen using random sampling.The study aims to support the reform of advanced mathematics teaching and provide empirical evidence for the effective implementation of"First-Year Education"(FYE).The results indicate that over 50%of freshmen experience moderate to high levels of learning anxiety and academic procrastination in advanced mathematics.Significant differences were found in learning anxiety and academic procrastination among students in different academic groups.A significant positive correlation was observed between learning anxiety and academic procrastination,with the latter having a significant positive predictive effect on the former.It is recommended to design FYE programs and teaching strategies centered on student development to help freshmen reduce procrastination expectations,alleviate learning anxiety,promote effective transitions in advanced mathematics teaching,and improve teaching quality.

关 键 词：大一新生 高等数学 学习焦虑 学业拖延 

分 类 号：G712[文化科学—职业技术教育学]