初中生数学学业情绪的研究
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摘要
数学学业情绪是指学生在学习数学过程中的情绪体验,包括高兴、厌倦、失望、焦虑、气愤等。本研究以初中生为研究对象,考察初中生数学学业情绪的基本特征,最后依据研究结果提出有效教育策略。根据研究目的设计三个研究,研究结论如下:
研究一,初中生数学学业情绪的调查研究。研究结论:(1)初中生数学学业情绪除了积极高唤醒之外,积极低唤醒、消极高唤醒、消极低唤醒3个维度都存在显著的性别差异。男生的积极数学学业情绪多于女生,消极数学学业情绪少于女生。此外不同水平数学学业成就的初中生消极高唤醒、消极低唤醒都存在显著的性别差异。(2)九年级比八年级学生表现出更多的焦虑、生气、沮丧情绪。(3)高数学学业成就的初中生积极数学学业情绪多于中、低数学学业成就的初中生,消极数学学业情绪少于中、低数学学业成就的初中生;中等数学学业成就的初中生积极数学学业情绪多于低数学学业成就的初中生,消极数学学业情绪少于低数学学业成就的初中生。(4)数学学业情绪与数学自我效能感存在显著的相关,积极数学学业情绪与数学自我效能感存在显著的正相关,消极数学学业情绪与数学自我效能感存在显著的负相关,积极低唤醒、消极低唤醒、消极高唤醒对数学自我效能感有预测作用。积极高唤醒与家庭支持存在显著正相关,积极低唤醒、消极高唤醒、消极低唤醒与家庭支持不存在相关。
研究二,初中生数学焦虑的调查研究。研究结论:(1)低数学焦虑的初中生存在显著的性别差异,中、高数学焦虑的初中生不存在性别差异。(2)不同数学焦虑等级的初中生数学自我效能感存在显著差异,低数学焦虑的初中生数学自我效能感显著高于中、高数学焦虑的初中生,中等数学焦虑的初中生数学自我效能感显著高于高数学焦虑的初中生。不同数学焦虑等级的初中生家庭支持不存在差异。(3)不同数学学业成就的初中生数学焦虑等级存在显著的差异。同时高数学焦虑主要分布在中、低数学学业成就水平内,高数学学业成就水平内没有高数学焦虑的初中生。(4)数学焦虑与数学自我效能感存在显著的负相关,其中考试焦虑、课堂焦虑、情绪担忧三个层面对数学自我效能感有预测作用。课堂焦虑与家庭支持存在显著的负相关,数学焦虑总分以及压力恐惧、情绪担忧、考试焦虑与家庭支持不存在相关。
研究三,个案研究。在前期的研究中,选取典型的个案,采取质性研究方法对其进行深入的访谈。研究结果发现:初中生数学学业情绪的产生与家庭教育观念、家庭支持、教师的教学方式等有很大的关系,家庭的淡漠、教师的忽视以及单一的教学方式促使初中生消极数学学业情绪的产生。
本文通过对初中生数学学业情绪的研究,了解初中生数学学业情绪的具体表现,探讨缓解初中生消极数学学业情绪的教育策略,减少消极数学学业情绪体验,增加积极数学学业情绪体验,保持良好数学学习状态,同时优化学校数学教育,实现数学教学过程中渗透心理健康教育,促使数学新课程标准中态度、情感、价值观三维目标的达成。
Math academic emotion refers to the emotional experiences in the process of mathematical learning, including delight、boredom、disappointment、anxiety、anger etc.This study explored the basic features of junior students’maths academic emotion, then put forward effective educational strategies, including three empirical studies.
The first study was the investigation of maths academic emotions with there four results.(1)besides positive-high arousal achievement emotion, the other three,positive-low arousal achievement emotion、negative-high arousal achievement emotion、negative-low arousal achievement emotion had significant sex difference.Boys’positive emotion was more than girls and negative emotion less than girls.Moreover, obvious sex difference exsisted among different maths academic achievement students’negative-high arousal achievement emotion、negative-low arousal achievement emotion .(2)the students in grade nine showed more anxiety、anger and depression.(3)high-grade maths academic achievement students’positive maths academic emotion was more than middle-grade and low-grade maths academic achievement students, negative maths acadmic emotions was less than middle-grade maths and low-grade maths academic achievement students; middle-grade maths academic achievement students’positive and negative academic emotion were both lower than low-grade maths academic achievement students.(4)maths academic emotions correlated with maths self-efficacy, positive maths academic emotions correlated positively with maths self-efficacy, negative maths academic emotions correlated negatively with maths self-efficacy.positive-low arousal achievement emotion、negative-high arousal achievement emotion、negative-low arousal achievement emotion can predict maths self-efficacy. positive-high arousal achievement emotion correlated positively with family support.
The second study was the investigation of mathematical anxiety with four results followed.(1)low-grade maths anxiety had significant sex difference, but middle-grade and high-grade maths anxiety showed no sex difference.(2)low-grade maths anxiety students’maths self-efficacy higher than middle-grade and high-grade maths anxiety students. middle-grade maths anxiety students’maths self-efficacy higher than high-grade maths anxiety students. Different anxiety levels’family support had no difference .(3)different maths academic achievement students’anxiety level had obvious difference.high maths anxiety mainly distributed among the students with middle and low maths academic achievement,there was no high anxiety students in high maths academic achievement students.(4)math anxiety correlated negatively with maths self-efficacy, test anxiety、classroom anxiety and sentiment concern can predict maths self-efficacy. Classroom anxiety correlated negatively with family support, maths anxiety.
The third study was a case study. choosed typical students and adopted qualitative method to interview in depth. The result showed that the appearance of maths academic emotion correlated with family educational ideology、family support and teaching style. By studying junior students maths academic emotions,
understanding the detailed expressions of maths academic emotions, this study explored the educational strategies to lower students negative maths academic emotions, increase positive emotional experience, maintain fine studying state, and improve school education, realize the aim of permeating mental health education during the teaching process,promote the achievement of the three-dimensional aims that new curriculum standards embodies.
研究一,初中生数学学业情绪的调查研究。研究结论:(1)初中生数学学业情绪除了积极高唤醒之外,积极低唤醒、消极高唤醒、消极低唤醒3个维度都存在显著的性别差异。男生的积极数学学业情绪多于女生,消极数学学业情绪少于女生。此外不同水平数学学业成就的初中生消极高唤醒、消极低唤醒都存在显著的性别差异。(2)九年级比八年级学生表现出更多的焦虑、生气、沮丧情绪。(3)高数学学业成就的初中生积极数学学业情绪多于中、低数学学业成就的初中生,消极数学学业情绪少于中、低数学学业成就的初中生;中等数学学业成就的初中生积极数学学业情绪多于低数学学业成就的初中生,消极数学学业情绪少于低数学学业成就的初中生。(4)数学学业情绪与数学自我效能感存在显著的相关,积极数学学业情绪与数学自我效能感存在显著的正相关,消极数学学业情绪与数学自我效能感存在显著的负相关,积极低唤醒、消极低唤醒、消极高唤醒对数学自我效能感有预测作用。积极高唤醒与家庭支持存在显著正相关,积极低唤醒、消极高唤醒、消极低唤醒与家庭支持不存在相关。
研究二,初中生数学焦虑的调查研究。研究结论:(1)低数学焦虑的初中生存在显著的性别差异,中、高数学焦虑的初中生不存在性别差异。(2)不同数学焦虑等级的初中生数学自我效能感存在显著差异,低数学焦虑的初中生数学自我效能感显著高于中、高数学焦虑的初中生,中等数学焦虑的初中生数学自我效能感显著高于高数学焦虑的初中生。不同数学焦虑等级的初中生家庭支持不存在差异。(3)不同数学学业成就的初中生数学焦虑等级存在显著的差异。同时高数学焦虑主要分布在中、低数学学业成就水平内,高数学学业成就水平内没有高数学焦虑的初中生。(4)数学焦虑与数学自我效能感存在显著的负相关,其中考试焦虑、课堂焦虑、情绪担忧三个层面对数学自我效能感有预测作用。课堂焦虑与家庭支持存在显著的负相关,数学焦虑总分以及压力恐惧、情绪担忧、考试焦虑与家庭支持不存在相关。
研究三,个案研究。在前期的研究中,选取典型的个案,采取质性研究方法对其进行深入的访谈。研究结果发现:初中生数学学业情绪的产生与家庭教育观念、家庭支持、教师的教学方式等有很大的关系,家庭的淡漠、教师的忽视以及单一的教学方式促使初中生消极数学学业情绪的产生。
本文通过对初中生数学学业情绪的研究,了解初中生数学学业情绪的具体表现,探讨缓解初中生消极数学学业情绪的教育策略,减少消极数学学业情绪体验,增加积极数学学业情绪体验,保持良好数学学习状态,同时优化学校数学教育,实现数学教学过程中渗透心理健康教育,促使数学新课程标准中态度、情感、价值观三维目标的达成。
Math academic emotion refers to the emotional experiences in the process of mathematical learning, including delight、boredom、disappointment、anxiety、anger etc.This study explored the basic features of junior students’maths academic emotion, then put forward effective educational strategies, including three empirical studies.
The first study was the investigation of maths academic emotions with there four results.(1)besides positive-high arousal achievement emotion, the other three,positive-low arousal achievement emotion、negative-high arousal achievement emotion、negative-low arousal achievement emotion had significant sex difference.Boys’positive emotion was more than girls and negative emotion less than girls.Moreover, obvious sex difference exsisted among different maths academic achievement students’negative-high arousal achievement emotion、negative-low arousal achievement emotion .(2)the students in grade nine showed more anxiety、anger and depression.(3)high-grade maths academic achievement students’positive maths academic emotion was more than middle-grade and low-grade maths academic achievement students, negative maths acadmic emotions was less than middle-grade maths and low-grade maths academic achievement students; middle-grade maths academic achievement students’positive and negative academic emotion were both lower than low-grade maths academic achievement students.(4)maths academic emotions correlated with maths self-efficacy, positive maths academic emotions correlated positively with maths self-efficacy, negative maths academic emotions correlated negatively with maths self-efficacy.positive-low arousal achievement emotion、negative-high arousal achievement emotion、negative-low arousal achievement emotion can predict maths self-efficacy. positive-high arousal achievement emotion correlated positively with family support.
The second study was the investigation of mathematical anxiety with four results followed.(1)low-grade maths anxiety had significant sex difference, but middle-grade and high-grade maths anxiety showed no sex difference.(2)low-grade maths anxiety students’maths self-efficacy higher than middle-grade and high-grade maths anxiety students. middle-grade maths anxiety students’maths self-efficacy higher than high-grade maths anxiety students. Different anxiety levels’family support had no difference .(3)different maths academic achievement students’anxiety level had obvious difference.high maths anxiety mainly distributed among the students with middle and low maths academic achievement,there was no high anxiety students in high maths academic achievement students.(4)math anxiety correlated negatively with maths self-efficacy, test anxiety、classroom anxiety and sentiment concern can predict maths self-efficacy. Classroom anxiety correlated negatively with family support, maths anxiety.
The third study was a case study. choosed typical students and adopted qualitative method to interview in depth. The result showed that the appearance of maths academic emotion correlated with family educational ideology、family support and teaching style. By studying junior students maths academic emotions,
understanding the detailed expressions of maths academic emotions, this study explored the educational strategies to lower students negative maths academic emotions, increase positive emotional experience, maintain fine studying state, and improve school education, realize the aim of permeating mental health education during the teaching process,promote the achievement of the three-dimensional aims that new curriculum standards embodies.
引文
①转引自:俞国良,董妍.学业情绪研究及其对学生发展的意义[J].教育研究,2005, (10):39—43.
②转引自:徐速.小学数学学习心理研究[M].浙江大学出版社,2006,6.
③转引自:熊建华.中学生数学焦虑及相关因素的调查研究[D].南京师范大学,2005,12.
④转引自:张美娟.教师、家长的数学信念和学习观与学生的数学焦虑的相关研究[D].华东师范大学,2005,10.
⑤转引自:周海渤.焦虑与数学解题动机对小学生应用题解题的影响[D].河南大学,2009,6.
⑥转引自:周海渤.焦虑与数学解题动机对小学生应用题解题的影响[D].河南大学,2009,6.
⑦转引自:颜俐.数学学习中自我效能感的调查分析与实验研究[D].广西师范大学,2003,3:9.
⑧转引自:张翠莲.高中生学业自我效能、人格特征及考试焦虑的相关研究[D].福建师范大学,2008,6.
⑨转引自:张宁.高中生数学焦虑、数学自我效能感与数学成绩的关系研究[D].河南师范大学,2006,5.
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[4]李磊,郭成.青少年学业情绪研究综述[J].贵州教育学院学报(社会科学版),2005,12.
[5]孙士梅.青少年学业情绪发展特点及其与自我调节学习的关系[D].山东师范大学,2006,5.
[6]董妍,俞国良.青少年学业情绪问卷的编制及应用[J].心理学报,2007, 39(5):852—860.
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[40]颜俐.数学学习中自我效能感的调查分析与实验研究[D].广西师范大学,2003,3:9.
[41]张翠莲.高中生学业自我效能、人格特征及考试焦虑的相关研究[D].福建师范大学,2008,6.
②转引自:徐速.小学数学学习心理研究[M].浙江大学出版社,2006,6.
③转引自:熊建华.中学生数学焦虑及相关因素的调查研究[D].南京师范大学,2005,12.
④转引自:张美娟.教师、家长的数学信念和学习观与学生的数学焦虑的相关研究[D].华东师范大学,2005,10.
⑤转引自:周海渤.焦虑与数学解题动机对小学生应用题解题的影响[D].河南大学,2009,6.
⑥转引自:周海渤.焦虑与数学解题动机对小学生应用题解题的影响[D].河南大学,2009,6.
⑦转引自:颜俐.数学学习中自我效能感的调查分析与实验研究[D].广西师范大学,2003,3:9.
⑧转引自:张翠莲.高中生学业自我效能、人格特征及考试焦虑的相关研究[D].福建师范大学,2008,6.
⑨转引自:张宁.高中生数学焦虑、数学自我效能感与数学成绩的关系研究[D].河南师范大学,2006,5.
[1] Pekrun R,Thomas Gortz, Wolfram Titz, et al. Academic emotions in students’self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist,2002,37(2):91—105.
[2]俞国良,董妍.学业情绪研究及其对学生发展的意义[J].教育研究,2005, (10):39—43.
[3]陆莲.初中数学学习困难学生学业情绪及其影响因素研究[D].华东师范大学,2008,5.
[4]李磊,郭成.青少年学业情绪研究综述[J].贵州教育学院学报(社会科学版),2005,12.
[5]孙士梅.青少年学业情绪发展特点及其与自我调节学习的关系[D].山东师范大学,2006,5.
[6]董妍,俞国良.青少年学业情绪问卷的编制及应用[J].心理学报,2007, 39(5):852—860.
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