摘要
具有可控性的、影响学习策略择用的心理因素即为可控心理因素。对贵州南部地区布依族初中生数学学习动机、归因和自我效能感进行调查,调查结果表明:不同民族初中生的数学学习动机差异非常显著;不同年级布依族初中生在数学学习归因和自我效能感这两个维度的差异非常显著;不同成绩水平布依族初中生可控心理因素差异显著;数学学习动机、自我效能感与数学学习成绩高度显著正相关。
Controllable psychological factors mean that the psychological factors are controllable and can influence the choice of learning strategy. This paper intends to investigate the motivation,attribution and self efficacy of Bouyei junior school students in Mathematics learning in south area of Guizhou province. The result shows that the differences of mathematics learning motivation of junior middle school students of different nationalities are very obvious. The grade difference of the two dimensions of different grades of Bouyei junior school students in mathematics and learning attribution self-efficacy is also very obvious. Different grades of Bouyei junior school students＇ psychological factors have significant differences. Motivation of learning Mathematics,self efficacy and mathematics learning achievement are positively correlated.
出处
《黔南民族师范学院学报》
2016年第2期111-114,124,共5页
Journal of Qiannan Normal University for Nationalities
基金
贵州省教育厅高校人文社会科学研究项目"贵州民族地区中学生数学学习策略及可控心理因素的研究"(13ZC194)
2014年中财专项项目(2014ZCSX16)
关键词
布依族
初中生
数学学习策略
可控心理因素
Bouyei
junior school students
mathematical learning strategies
controllable psychological factors
