摘要
一些学者对初中生数学成就动机与自我调节学习及学业成就之间的关系进行了相关研究,但研究多有片面之处,因此,对这3个方面进行整合的实证研究是十分必要的.成就动机是取得成功或实现一个渴望的目标的倾向性或内部动因.数学自我效能感与数学学业成就存在显著正相关,对数学学业成就有显著的回归效应.自我调节学习行为对数学学业成就存在显著的回归效应.认知策略的使用与自我调节学习行为的关系是十分显著的.数学成就动机的各个方面都和自我调节学习存在一定关系.
This study explored the influence of mathematical achievement motivation and self-regulated learning on mathematical achievement of 266 middle school students. Correlation, regression and path analysis were used. There were significant positive correlation between mathematical self-efficacy, internal attribution, mathematical value, mastery goal, cognitive strategies, self-regulated learning behavior and mathematical achievement.
出处
《数学教育学报》
2004年第2期52-54,共3页
Journal of Mathematics Education
关键词
初中生
数学
成就动机
自我调节学习
学业成就
路径模型
mathematics
achievement motivation
self-regulated learning
academic achievement
path-analysis model
