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1.
Chi-hung Clarence Ng 《教育心理学》2014,34(6):730-762
Academic self-schemas are important cognitive frames capable of guiding students’ learning engagement. Using a cohort of Year 10 Australian students, this longitudinal study examined the self-congruence engagement hypothesis which maintains that there is a close relationship among academic self-schemas, achievement goals, learning approaches, learning attitudes and achievement levels in learning mathematics. Students completed a survey and attempted an achievement test at the beginning and close to the end of the academic year. Two hypotheses in relation to the notion of self-engagement congruence were examined. The first hypothesis assumes that students holding a specific academic self-schema will maintain a pattern of engagement and achievement congruent with their specific self-conception over time. The second hypothesis postulates that a change in academic self-schemas will be associated with a corresponding shift in students’ engagement and achievement patterns. Cluster analyses provided clear evidence supporting these two hypotheses. 相似文献
2.
The low pass rate in Brunei Year 13 mathematics is a source of concern for many stakeholders. Success in mathematics is required for students wishing to attend university and pursue courses in the sciences and technology. Many different factors contribute to success and failure in mathematics. This field survey (N = 330 randomly selected Year 13 students representing 179 females and 151 males) determined the extent to which coping mechanisms, study strategies, learning styles, and self-efficacy were related to academic achievement in mathematics. Stepwise multiple regression analysis with backward elimination identified six statistically significant main effect variables with links to mathematics achievement (task-oriented coping, textbook reading, concentration, self-efficacy, time management, and activist learning style). Two-way interactions of the male and female genders with deep processing and reflector learning styles were also significantly associated with mathematics achievement. Other significant interaction variables were beneficial to both genders. 相似文献
3.
学业不良儿童家庭教育资源研究 总被引：2，自引：0，他引：2
运用自编问卷,考察130名学业不良儿童与788名一般儿童在家庭主客观教育资源上的异同。结果表明,学业不良儿童的家庭教育资源在家长受教育水平、家长期望值、家庭学习氛围方面显著低于一般儿童,学业不良儿童家长提供的学业支持存在不同于一般儿童的特点。文章分析了造成学业不良儿童家庭教育资源不足的可能成因并提出了相应的教育建议。 相似文献
4.
QuickSmart is a basic academic skills intervention designed for persistently low-achieving students in the middle years of schooling that aims to improve the automaticity of basic skills to improve higher-order processes, such as problem solving and comprehension, as measured on standardized tests. The QuickSmart instructional program consists of three structured, teacher- or teacher aide-directed, 30-minute, small-group lessons each week for approximately 26 weeks. In this study, 42 middle school students experiencing learning difficulties (LD) completed the QuickSmart reading program, and a further 42 students with LD took part in the QuickSmart mathematics program. To investigate the effects of the intervention, comparisons were made between the reading and mathematics progress of the intervention group and a group of 10 high-achieving and 10 average-achieving peers. The results indicated that although the standardized reading comprehension and mathematics scores of QuickSmart students remained below those of comparison students, they improved significantly from pretest to posttest. In contrast, the standardized scores of comparison students were not significantly different from pretest to posttest. On measures of response speed and accuracy gathered using the Cognitive Aptitude Assessment System (CAAS), QuickSmart students were able to narrow the gap between their performance and that of their high- and average-achieving peers. Implications are drawn regarding the importance of interventions that emphasize the automaticity of basic academic skills for students with learning difficulties. 相似文献
5.
This research aimed to explore whether pupils’ perceptions of studying for the General Certificate of Secondary Education (GCSE) altered during the two‐year period of study of this qualification. Six hundred and forty four pupils from eight schools in outer London completed a self‐report questionnaire on two occasions, once in Year 10 and once in Year 11, which elicited their responses to statements about studying. Overall, throughout the course pupils remained anxious about coursework, examinations and homework and the time required for them. There was little evidence that pupils developed an increased level of understanding about the demands of the GCSE or a wider range of study strategies to support effective learning. That the students in this research remained as uncertain about the demands of coursework and the quality of their work in Year 11 as Year 10 warrants attention from those who plan and deliver the GCSE. 相似文献
6.
The aim of this study was to examine the relationships amongst students' test emotions of hope and hopelessness, their antecedents of cognitive control and value appraisals and volitional strategies during learning, as well as their effects on academic achievement in the domain of mathematics, using the control–value theoretical framework. Sample consisted of 365 Croatian high school students. Correlational and structural equation analysis substantiated the assumptions concerning the relationships between test emotions, cognitive appraisals, volitional strategies and academic achievement. The results showed that cognitive appraisals partially mediate the relationship between volitional strategies and test emotions, and, further, that hopelessness play a partially mediating role in the relationship between volitional strategies and academic achievement. These findings once again emphasise the complex dynamics of cognitive, emotional and behavioural components of a self-regulated learning process. 相似文献
7.
This paper examines the role of after-class learning time in educational performance. In the Program for International Student Assessment (PISA) 2015, Chinese students spent the longest time on study out of school compared with OECD countries but ranked only 10th in mathematics, reading and science. It is doubtful that the longer students study after school, the better their academic performance will be. Based on a representative survey of middle school students in China, we draw on generalized propensity score matching to explore the causal effect between after-class learning time and academic performance, find that the two have a relatively stable “inverted U” relation, and determine that the best academic performance can be achieved when after-class learning time is kept at 3 h per day on weekdays and 8 h per day on weekends. More than these optimal times will hinder academic performance. We further find that the effect of after-class study time on academic performance varies among different groups. There is evidence that after-class learning time influences academic performance through two channels: students’ perceived learning difficulty and self-efficacy. This paper concludes that in addition to the appropriate homework assigned by teachers, parents should keep extracurricular tutoring for their children within a reasonable amount of time to maximize students’ academic performance. 相似文献
8.
Concerns about the influence of students’ perceived negative consequences of engagement in a task (i.e., cost) on their emotions, motivation, and cognition have increased in the last decade. The use of longitudinal models is needed to provide new insights into the role of perceived cost in mathematics learning. Grounded in the control-value theory, this study examined cross-lagged relations of mathematics anxiety, perceived cost, and mathematics achievement. The participants (N = 335) reported their mathematics anxiety and perceived cost four times during Grades 7 and 8, and their mathematics grades were attained from their school records. Cross-lagged panel model analysis revealed evidence of a long-term positive reciprocal relationship between mathematics anxiety and effort/emotional cost, a gradually diminished relationship between effort/emotional cost and mathematics performance, and a positive achievement to anxiety link during the transition between grade levels. Moreover, mathematics performance is a distal predictor of mathematics anxiety through effort/emotional cost rather than a proximal predictor or an outcome of anxiety. This study also clarified the distinction in the central role of effort/emotional versus opportunity cost in the interrelatedness of mathematics anxiety and performance, where the latter failed to demonstrate significant paths. Specific timing for interventions was discerned. Early cost prevention interventions along with considerations of academic achievement to alleviate both anxiety and perceived effort/emotional are highlighted as crucial for a positive high school mathematics experience. 相似文献
9.
A sample of Australian secondary school students was used to explore the relationships among a set of standardised Year 7
numeracy and literacy tests, measures taken at Year 10 of mathematics attitude and schoolwork effort, and Mathematics and
English scores in a state-wide Year 10 examination. Additionally, the predictive capacity of the numeracy and literacy tests,
together with the attitude and effort measures, were examined in relation to the Mathematics and English scores. A correlation
analysis showed that the numeracy and literacy tests were positively and significantly related and had similar relationships
with the two Year 10 examination scores. Mathematics attitude was significantly associated with Year 10 Mathematics but effort
did not correlate significantly with either of the Year 10 examination scores. Multiple regression analyses demonstrated that
the relevant Year 7 test results contributed to a considerable amount of the total variance in the two Year 10 examination
scores. A sub-sample of the students was interviewed and four case studies were selected to interrogate the notions of achievement,
mathematics attitude, and effort. Although these case studies act as a source of qualitative evidence to supplement the quantitative
findings, they also indicate that effort, in particular, is a notion worthy of further investigation. Other implications for
researchers, as well as school personnel, are noted. 相似文献
10.
This mixed-method, longitudinal study investigated the benefits of project-based learning (PBL) on secondary-mathematics students' academic skill development and motivated strategies for learning (i.e., cognitive, social, and motivational). The focus of this study was academic skill development (algebra- and geometry-assessment scores) and other factors related to secondary mathematics learning, with comparable traditional high schoolers serving as the control group. In addition, the relationship between PBL and racially/ethnically and economically diverse secondary students was investigated. Results showed that at-risk and minority students benefited greatly from PBL in learning mathematics. The academic performance gap was present, but its width diminished significantly. Compared to their public school counterparts, PBL students were more intrinsically motivated, showed significantly higher critical thinking skills, and appreciated peer learning. Impact of socioeconomic status on the PBL approach needs further investigation. 相似文献
11.
The evolving economic landscape of the 21st century demands graduates who possess deeper learning (DL) competencies such as critical thinking and collaboration skills. Despite their importance, little work has examined the motivational mechanisms through which DL predicts essential academic outcomes. The current study (N = 1,288) used an ethnically diverse sample of students (53% Hispanic) to explore self-efficacy and mastery goal orientation as potential mediators of the relationship between (a) enrollment in a DL school and (b) academic engagement, perseverance, and mathematics achievement. Results showed that students who attended DL schools, compared with students in non-DL schools, reported higher self-efficacy, mastery goal orientation, and academic engagement. Path analyses revealed that attending a DL school was associated with higher academic engagement and self-efficacy. However, enrollment in a DL school was not directly related to mathematics achievement. Overall, results provide evidence that attending a DL school can lead to valuable motivation- and engagement-related benefits. 相似文献
12.
Yan Zhu Frederick K. S. Leung 《International Journal of Science and Mathematics Education》2011,9(5):1189-1212
The importance of motivation in learning has been widely recognized. However, due to its multidimensional and complex nature,
it appears difficult to synthesize research findings on motivation across studies. Heated debates about the effects of intrinsic
and extrinsic motivation on learning and their interaction have been going on since the terms started to be used. Moreover,
cultural difference acts as another crucial factor in the field. Using the Trends in International Mathematics and Science
Studies 2003 eighth grade mathematics data, this study scrutinized the relationship between pleasure-oriented (intrinsic-related)
and productivity-oriented (extrinsic-related) motivation and how they collectively affect students’ academic performance in
East Asian education systems compared with those from Australia, England, The Netherlands, and the USA. The study found that
both types of motivation contributed to East Asian students’ mathematics achievement in an additive fashion, whereas extrinsic-related
motivation appeared to have a detrimental effect on their Western counterparts’ learning. Possible reasons were explored from
a cultural perspective. 相似文献
13.
如何激发中职校学生数学学习的兴趣、提高他们的数学学业水平是摆在我们面前的一个亟待解决的问题.而通过创设有意义的数学问题情境,让学生通过问题情境来感知和学习数学知识,这对激发学生学习数学的兴趣,提高他们的数学学业水平有着很大的促进作用. 相似文献
14.
采用《认知灵活性问卷》和《所罗门学习风格自测问卷》对273名初中生进行调查,考察认知灵活性、学习风格对学业成绩的影响,结果表明：（1）认知灵活性与学习风格关系密切,认知灵活性高的学生偏爱直觉型、沉思型的学习风格;（2）认知灵活性与语文、数学及各学科总成绩均呈显著正相关,并对语文、数学及各学科总成绩均具有显著的正向预测作用;（3）学习风格各维度中,信息输入对数学及各学科总成绩具有显著的正向预测作用,信息感知对数学成绩具有显著的正向预测作用。 相似文献
15.
We examined the effects of mathematics self-concept (MSC) and MSC calibration on mathematics achievement through multilevel analyses of the mathematics tests and questionnaire responses of 88,590 15-year olds who participated in the Organization for Economic Cooperation and Development's (OECD) Program for International Student Assessment (PISA). Students with higher MSC or MSC calibration had higher mathematics scores. Students' MSC was more strongly linked to mathematics achievement in countries that were wealthier, more egalitarian, more tolerant of uncertainty, or more flexible regarding gender roles. Calibration of MSC was more strongly linked to mathematics achievement for boys, for low-achievers, and for students in countries that were wealthier, more egalitarian, or more tolerant of uncertainty. Students overestimating their mathematics competence often had low mathematics scores. 相似文献
16.
Wellbeing and retention: A senior secondary student perspective 总被引：1，自引：0，他引：1
Non-completion of senior secondary schooling continues to be a matter of concern for policy makers and practitioners in Australia today. Despite the efforts of governments to improve participation and retention rates, 30% of students drop out of school before completing Year 12. Further, some students remain at school, just biding their time until graduation. Within this context, we investigate whether the wellbeing of the students is a key factor in supporting senior students in deciding to continue at school. The article reports on the first phase of a two-year study of factors impacting on quality retention and participation of 250 Year 11 students from two school communities. This initial phase focuses on the senior students’ perspective of their wellbeing in Year 11, and includes our development of a suite of scales to measure the impact of students’ social connectedness and academic engagement on academic achievement and retention. Data from the survey of students are enriched through student focus groups. The article identifies critical dimensions of what students regard as a healthy senior school culture; that is, a culture conducive to a positive and productive experience in terms of their retention, participation and achievement. Implications for school and system policy and governance are proposed. 相似文献
17.
Using a sample of 310 Year 10 Chinese students from Hong Kong, this survey study examined the effects of multiple goals in learning mathematics. Independent variables were mastery, performance-approach, performance-avoidance, and pro-social goals. Dependent variables included perceived classroom goal structures, teacher’s support, learning motives and strategies, attitudes, and grade aspiration. Based on regression and cluster analyses, this study found convergent evidence supporting the benefits of adopting additional adaptive goals alongside mastery goals. Regression analyses located significant interaction between pro-social goals and mastery goals in predicting higher levels of positive learning attitudes and lower levels of surface learning motives. Cluster analyses confirmed that students endorsing pro-social goals, performance-approach goals and mastery goals in their goal profiles had an adaptive pattern of perceptions, use of strategies, learning motives and grade aspiration in mathematics. 相似文献
18.
This study investigated the effect of students' ability and type of instructional program, structured and unstructured, on
easy and difficult posttest items. Seventh-grade students worked through 14 instructional activities in The Geometer Sketchpad,
a dynamic geometry program, and accessed a Geometry tutorial developed to parallel the state geometry standards. Low-ability
students scored higher in the less structured program, whereas high- and medium-ability learners performed better in the structured
program. High- and medium-ability students outscored low-ability learners by a greater margin on the difficult items than
on the easy items. Although their overall performance was poor in both programs, that low-ability learners performed relatively
better in the less structured, less traditional, mathematics activities is an encouraging finding for mathematics educators
and designers of open-ended learning environments. 相似文献
19.
民族地区初中生数学学习信念与学习成绩成正相关;不同数学学习信念组与学习成绩存在显著性差异,不同民族、不同性别学生的数学学习信念没有显著性差异.根据研究结果,对初中数学教学提出了具体建议. 相似文献
20.
Janette Bobis Jennifer Way Judy Anderson Andrew J. Martin 《Journal of Mathematics Teacher Education》2016,19(1):33-55
This study explored the beliefs about student engagement in mathematics of three Year 5 and 6 teachers, focusing on the shifts that occurred during a 10-week intervention. Data obtained from teacher surveys, interviews, video-recorded workshop observations and artefacts from teachers’ classrooms reveal variations in their reactions to the professional learning experiences. Teacher responses were mediated by personal and contextual elements including teacher efficacy beliefs, teacher confidence in mathematics and their conceptions of student engagement. Theories of teacher conceptual change are used to account for variations to teacher beliefs. 相似文献