高一学生求助数学教师行为对数学成绩的影响:链式多重中介模型
The relationship between asking math teachers for help and mathematical achievement in senior one students:A multiple mediation model
代文武 1贾宁1
作者信息
- 1. 河北师范大学教育学院,石家庄 050024
- 折叠
摘要
为考察高一学生求助数学教师行为对数学成绩的影响机制,本研究采用求助数学教师行为问卷、中学生感知到的数学教师支持问卷、数学学业情绪量表和中学生数学学习投入量表对986名高一学生进行问卷调查.结果发现,高一学生求助数学教师行为与数学成绩的关系中存在三重预测路径,包括一条直接路径、三条简单中介路径和四条链式中介路径.研究表明,个体自发求助行为、教师给予更多支持、激发学生积极学业情绪、增加其学习投入程度,是提升高一学生数学成绩的重要途径.这对于以学生为主体,培养个体学习主动性和提升数学成绩有重要价值.
Abstract
To discuss the predictive effect of the behavior of asking math teachers for help on mathemati-cal achievement,using the asking math teachers for help questionnaire,perceived math teacher support questionnaire,positive academic emotions scale and math engagement questionnaire to investigate 986 se-nior one students.The results showed that there was a triple prediction path in the relationship between asking math teachers for help and mathematical achievement,including one direct path,three simple me-diation paths and four chain mediation paths.This study showed that high school students initiated to ask math teachers for help,teachers provided more support,which could stimulate students'positive academic emotions and increase their engagement in learning,which was an important way to improve the senior one students'mathematics achievement.This is of great value for taking students as the main body of learning,cultivating individual initiative of learning and improving mathematical achievement.
关键词
高一学生/求助数学教师行为/感知到的教师支持/积极学业情绪/学习投入Key words
senior one students/asking math teachers for help/perceived teacher support/positive aca-demic emotions/academic engagement引用本文复制引用
基金项目
河北省教育厅人文社会科学研究重大课题攻关项目(ZD202109)
出版年
2024
NETL
NSTL
万方数据