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1.
This study established a Chinese scale for measuring high school students’ ocean literacy. This included testing its reliability, validity, and differential item functioning (DIF) with the aim of compensating for the lack of DIF tests focusing on current scales. The construct validity and reliability were verified and tested by analyzing the established scale’s items using the Rasch model, and a gender DIF test was conducted to ensure the test results’ fairness when distinct groups were compared simultaneously. The results indicated that the scale established in this study is unidimensional and possesses favorable internal consistency and construct validity. The gender DIF test results indicated that several items were difficult for either female or male students to correctly answer; however, the experts and scholars discussed these items individually and suggested retaining them. The final Chinese version of the ocean literacy scale developed here comprises 48 items that can reflect high school students’ understanding of ocean literacy—which helps students understand the topics of marine science encountered in real life.  相似文献   

2.
Poor matriculation mathematics results in Bophuthatswana led us to make exploratory efforts to identify possible non-pedagogical factors responsible for such results. Two small scale studies were carried out to examine relationships of socio-personal variables to mathematics achievement. Study 1 looked into the impact of socioeconomic background, school alienation, sex, self-concept and attitude toward mathematics on mathematics performances of secondary school pupils, while study 2 was aimed at examining relationships of dogmatism and mathematics anxiety to mathematics achievement of first-year university students. The data of these two studies invite the attention of mathematics educators to the importance of attitude toward mathematics, mathematics anxiety, and dogmatism in mathematics achievement of Bophuthatswana secondary school and university students.  相似文献   

3.
Research on the impact of the integration of technologies such as iPads on primary students’ attitudes and engagement in mathematics is limited. Further, there have been claims that teachers’ pedagogical choices can strongly influence the effectiveness of iPads for engaging students in mathematics. This paper presents an investigation of the influence of teaching and learning mathematics with iPads on students’ attitudes and engagement in mathematics. The participants in this study were students in a large urban primary school, implementing an iPad program for teaching and learning across the curriculum. Surveys with five-point Likert-type items were used to measure students’ attitudes to mathematics. Students from Years 2 to 6 completed the survey at the beginning and end of two consecutive school years. Survey results suggested that iPad use in mathematics has the potential to impact positively on students’ attitudes to mathematics. At the end of the second year of the study, semi-structured interviews were conducted with teachers and students. The interview responses confirmed that iPads had a positive influence on students’ engagement and attitudes to mathematics, and that the pedagogical approaches utilised by teachers for embedding iPads in their mathematics lessons contributed positively to these outcomes.  相似文献   

4.
分析高中生数学焦虑的现状,探究数学焦虑对高中生数学成绩的影响,为缓解高中生数学焦虑的心理辅导提供实证依据.采用自编的《高中生数学焦虑问卷》评估了207名高中生的数学焦虑水平,运用相关分析和回归分析探究高中生数学焦虑与学业成绩的关系.结果显示：高中生数学焦虑的平均得分为2.65;高中生的数学焦虑总体得分与其数学成绩呈显著性负相关（r=-0.322,P＜0.01）;高中生数学焦虑中的课堂学习过程焦虑和应考情景焦虑对其数学成绩具有显著的预测作用.  相似文献   

5.
Humanoid robots equipped with social skills have come to be used increasingly in the field of education across various subfields such as science education, special education, and foreign language education. In order to enhance the use of humanoid robots in educational settings, and to comprehensively evaluate its impact on the transformation of the class, understanding students’ attitudes towards the use of robots for educational purposes plays a critical role. This paper outlines the implementation and validation procedures of an educational robot attitude scale (ERAS) developed to measure the attitudes of secondary school students towards the use of humanoid robots in educational settings. The sample of the study comprised of 232 secondary school students. The development and validation process consisted of exploratory factor analysis and convergent validity. The developed scale consists of 17 items and represents four factors of students’ attitude: engagement, enjoyment, anxiety and intention. These four factors accounted for 66% of the total variance of the scale. Internal consistency coefficient for the whole scale was found .90 according to the reliability analysis. The results of the study suggest that the scale is a valid, reliable, and efficient tool for measuring the dimensions of students’ attitudes towards humanoid robots in educational settings.  相似文献   

6.
Little is known about the development of mathematics anxiety in elementary school students. To address this gap in knowledge, the authors evaluated students in Grades 3 and 6 on measures of mathematics anxiety, school test anxiety, and attitudes toward mathematics to determine (a) whether different forms of mathematics anxiety exist, (b) whether mathematics test anxiety differs from school test anxiety, and (c) whether mathematics anxiety is related to different attitudes toward mathematics. Evidence was found for two distinct forms of mathematics anxiety: test and problem-solving anxiety. Mathematics test anxiety increased with age relative to mathematics problem-solving anxiety; this result demonstrated that children become more anxious about mathematics testing situations as they progress through school. Mathematics test anxiety was related, but not identical, to school test anxiety, and students in both grades were less anxious about math tests than about academic testing generally. Finally, older students tended to show more positive attitudes toward mathematics than did younger students, and relations between these attitudes and the two forms of mathematics anxiety also changed between Grades 3 and 6.  相似文献   

7.
Students’ perceptions of their classroom climate have been found to relate significantly to students’ learning outcomes. The purpose of the present study was to construct an instrument for assessing elementary-school students’ perceptions of classroom climate, based on a previous instrument that was being used in Chile by a public national school mental health program as a tool for aiding teachers in improving classroom management, but which showed poor psychometric properties. We used a six-staged mixed-methods approach to construct relevant items and dimensions based on this measure and by adapting previously-existing scales. Item development included participatory construction of items involving program officials, focus groups with students, and a pilot study. The final version was administered to a sample of 6813 elementary-school students. Results showed adequate reliability and construct validity, convergent validity with school climate, and divergent validity with peer victimisation. When consequential validity was explored through semi-structured interviews with program officials and school administrators, we found that the instrument was being used as a tool for helping teachers to improve their school climate and management skills. We discuss the importance of constructing instruments using a mixed-methods approach.  相似文献   

8.
This article investigated how mathematic anxiety (MA) of Korean middle school students could be reduced by comparing analytically their cognitive neuroscience and questionnaire results. We developed a three-hour Complex Treatment Program (CTP) on quadratic functions for the study. In the summer of 2016, we collected data of the pre and post MA questionnaires by Mathematics Anxiety Scale for Students (MASS), the percent of correct answers (PCA) and reaction time (RT) by E-prime program, and also brain-imaging data of the event related potentials (ERP) by Electroencephalograph (EEG) using computer-based functional F-G model. The result indicated the CTP to be effective with the group with higher math anxiety and the group with higher achievement respectively. The MASS result was verified with the better performance of PCA on type G, which was measured by E-prime program. Some interesting patterns were revealed on brain-imaging data by EEG, indicating more brain activities with the MA groups.  相似文献   

9.
ABSTRACT

The authors examined whether self-concept, self-efficacy, and self-esteem show differential predictive utility for academic achievement across age groups and domains. More specifically, the relationships of 3 self-constructs with achievement were examined in mathematics for elementary school students and mathematics and language arts for middle school students in Korea. Task value and test anxiety were hypothesized to mediate these relationships. Consistent with previous reports, domain-specific self-constructs such as self-efficacy and self-concept were better predictors of task value and achievement than was general self-esteem. Task value and test anxiety significantly mediated only the relationships of self-efficacy assessed by the Bandura-type scale to achievement. These domain-specific relationships tended to be stronger for middle school than elementary school students and in mathematics than language arts.  相似文献   

10.
Sources of self-efficacy in mathematics: A validation study   总被引：1，自引：0，他引：1  
The purpose of this study was to develop and validate items with which to assess A. Bandura’s (1997) theorized sources of self-efficacy among middle school mathematics students. Results from Phase 1 (N = 1111) were used to develop and refine items for subsequent use. In Phase 2 of the study (N = 824), a 39-item, four-factor exploratory model fit best. Items were revised to strengthen psychometric properties. In Phase 3 (N = 803), a 24-item, four-factor confirmatory factor model fit best. This final model was invariant across gender and ethnicity. Subscales correlated with self-efficacy, self-concept, mastery goals, and optimism. Results suggest that the sources scale is psychometrically sound and could be adapted for use in other domains.  相似文献   

11.
This article discusses the development and validation of a measure of adolescent students' perceived belonging or psychological membership in the school environment. An initial set of items was administered to early adolescent students in one suburban middle school (N = 454) and two multi-ethnic urban junior high schools (N = 301). Items with low variability and items detracting from scale reliability were dropped, resulting in a final 18-item Psychological Sense of School Membership (PSSM) scale, which had good internal consistency reliability with both urban and suburban students and in both English and Spanish versions. Significant findings of several hypothesized subgroup differences in psychological school membership supported scale construct validity. The quality of psychological membership in school was found to be substantially correlated with self-reported school motivation, and to a lesser degree with grades and with teacher-rated effort in the cross-sectional scale development studies and in a subsequent longitudinal project. Implications for research and for educational practice, especially with at-risk students, are discussed.  相似文献   

12.
The need to improve student success in community colleges has resulted in a growing interest in developmental mathematics. Yet there remains a need to understand the motivations and beliefs of developmental mathematics students in order to cultivate their success. Self-efficacy has been identified to be a predictor of student success. Little is known about the antecedents or sources of self-efficacy of students enrolled in remedial courses at community colleges and how their self-efficacy can be bolstered through such courses. An instrument was developed to measure sources of mathematics self-efficacy and was originally tested with middle school students. Using a sample of 439 students, it was found that a scale which measures sources of self-efficacy is psychometrically acceptable for adults completing mathematics remediation. Our results indicated that the four theorised sources of self-efficacy explained a large percentage of the variance in mathematics skill self-efficacy for our sample. As hypothesised by others, mastery experiences was the best predictor of self-efficacy but all sources influenced mathematics skills self-efficacy.  相似文献   

13.
The Educational and Career Interest scale, a self-report instrument measuring high school students’ educational and career interest in STEM, was developed and validated in two studies conducted during 2010 and 2011. Study 1 included data from 92 high school students, in which exploratory factor analysis (EFA) was conducted with an initial item pool of 20 items. EFA identified three factors: educational and career interest in science, educational and career interest in technology, and educational and career interest in mathematics. Study 2 utilized data from 658 students to revisit the three-factor model using confirmative factor analysis. The two studies provide strong evidence that the scale is both valid and reliable.  相似文献   

14.
As part of a three-phase study, 18 items were developed to measure aspects of a student’s willingness to seek help from and/or work with peers and teachers when studying college mathematics. In the first phase, 24 items were developed and administered to 165 undergraduate college students. During the second phase, 20 items, modified from the first instrument, were completed by a sample of 314 undergraduate college students. The sample was randomly divided in half and principal factor analysis with varimax rotation was performed on the first half. Two factors emerged and were interpreted as: Willingness to Work with Students (nine items); and Willingness to Seek Help from Teachers (nine items). Based on the results of the exploratory factor analysis, confirmatory factor analysis was performed on the second half of the sample. Coefficient α estimates were calculated to assess internal consistency. In the third phase, the final 18-item survey was given to 140 undergraduate college students and confirmatory factor analysis was again performed based on the results of the exploratory factor analysis from Phase II. Recommendations for future uses of these scales are given.  相似文献   

15.
This is an exploratory study conducted on mathematics anxiety, test anxiety and some interpersonal correlates with mathematics achievement of a sample of 206 Secondary Four female students from a Singapore school. Spielbergers' (1977) Test Anxiety Inventory (TAI) and the Fennema-Sherman Mathematics Attitudes Scales (Fennema-Sherman, 1976) were the instruments us ed. Some significant findings are: high mathematics anxiety is associated with low mathematics achievement and so is high test anxiety with low mathematics achievement. However, for the most capable students, test anxiety seems to act as a facilitator in their mathematics performance. Of the three interpersonal variables explored, students' scores on the perception of their mathematics teachers have the strongest correlation with their mathematics anxiety scores.  相似文献   

16.
Korean middle school students are experiencing high rates of behavioral and emotional problems, suggesting a need for comprehensive screening instruments with strong psychometric properties in school settings. The present study investigated the utility of the Behavior Assessment System for Children‐2 Self‐Report of Personality, Adolescent Form (BASC‐2 SRP‐A) to assess clinical problems and adaptive strengths among Korean middle school students. For this revalidation study of the BASC‐2, we first translated the BASC‐2 SRP‐A into Korean (K‐BASC‐2 SRP‐A). Then, using a total of 458 Korean middle school students aged 12 to 15 years, we examined the factor structure and reliability of the clinical, adaptive, and composite scale scores of the K‐BASC‐2 SRP‐A. We also used a separate sample of 45 middle school students to examine the convergent validity of a subset of the K‐BASC‐2 SRP‐A scales targeting the common problem areas of anxiety, depression, and inattention. Based on the current results, we found strong psychometric properties of the K‐BASC‐2 SRP‐A for use among adolescents in Korea, including a well‐fitting factor structure consistent with the originally proposed model, adequate reliability estimates, and validity coefficients falling in the acceptable range. The K‐BASC‐2 SRP‐A can offer the Korean school mental health field a useful and much‐needed multidimensional screening measure for middle school youths.  相似文献   

17.
We address the current concerns about teaching‐to‐the‐test and its association with declining dispositions towards further study of mathematics and the consequences for choice of STEM subjects at university. In particular, through a mixed study including a large survey sample of over 1000 students and their teachers, and focussed qualitative case studies, we explored the impact of ‘transmissionist’ pedagogic practices on learning outcomes. We report on the construction and validation of a scale to measure teachers’ self‐reported pedagogy. We then use this measure in combination with the students’ survey data and through regression modelling we illustrate significant associations between the pedagogic measure and students’ mathematics dispositions. Finally, we discuss the potential implications of these results for mathematics education and the STEM agenda.  相似文献   

18.
Mathematics is closely related to daily life, but it is also one of the lessons which often cause anxiety to primary school students. Digital game-based learning (DGBL) has been regarded as a sound learning strategy in raising learner willingness and interest in many disciplines. Thus, ways of designing a DGBL system to mitigate anxiety are well worth studying. This study adopts an Input–Process–Outcome DGBL model to develop a DGBL system with a diagnostic mechanism strategy for a primary school mathematics course. In addition to exploring the impact of different learning methods on learning performance, this study further analyzes the learning methods in terms of learner anxiety about mathematics, learning motivation and learning satisfaction from the perspective of Attention, Relevance, Confidence-building, and Satisfaction (ARCS) motivation theory. The diagnostic mechanism strategy demonstrates the advantages of the DGBL system for mathematics learning. During the learning process, the ARCS questionnaire revealed that students who engage in learning through the DGBL method are positively motivated. The findings of this study suggest that centering on the daily life experiences of learners, integrating a proper game model into mathematics learning and providing a diagnostic mechanism prompt can effectively enhance interest in learning mathematics and reduce anxiety. When anxiety is mitigated, both learning motivation and learning performance are enhanced.  相似文献   

19.
《教育实用测度》2013,26(2):161-177
Gender differences in performance on three types of mathematics test items were investigated using data from students with three different course backgrounds. Eight randomly equivalent samples of high school seniors were each given a unique form of the ACT Assessment Mathematics Usage Test. Only students with three specific profiles of high school mathematics coursework were considered in the analysis. The three background conditions ranged from little mathematics (Algebra I only) to a modest background (two Algebra courses and Geometry) to a full mathematics program including Introductory Calculus. For each background condition, examinee performance was analyzed in a 2 (Gender) x 3 (Item Category) x 8 (Test Form) split-plot factorial design. The results indicated, that, at each of the studied background levels, females performed less well than males on geometry (strategic, geometric) and reasoning (strategic, nongeometric) items. On the other hand, females performed as well as males on algorithmic, operationsoriented items.  相似文献   

20.
We investigated relationships between the learning environment and students’ mathematics anxiety, as well as differences between the sexes in perceptions of learning environment and anxiety. A sample of 745 high-school students in 34 different mathematics classrooms in four high schools in Southern California was used to cross-validate the What Is Happening In this Class? (WIHIC) learning environment instrument, together with an updated Revised Mathematics Anxiety Rating scale. Mathematics anxiety was found to have two factorially-distinct dimensions (namely, learning mathematics anxiety and mathematics evaluation anxiety) which yielded different patterns of results for sex differences and anxiety–environment associations. Relative to males, females perceived a more positive classroom environment and more anxiety about mathematics evaluation, but less anxiety about mathematics learning. Some statistically significant associations were found between anxiety and learning environment scales for learning mathematics anxiety but not for mathematics evaluation anxiety.  相似文献   

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