中国临床心理学杂志

中学生数学焦虑、信念与成绩的关系

作者：张晓龙¹ 张日昇¹ 2 陈英和¹

单位：1. 北京师范大学心理学院发展心理研究所北京 100875
2. 河北大学教育科学学院河北保定 071002

关键词：数学焦虑数学信念数学成绩

分类号：B848.4

出版年,卷(期):页码：2007,15(3):287-289

摘要：

目的：探讨数学焦虑、信念与成绩的关系，为数学教学提供实证支持和建议。方法：本研究以初一到高三的中学生为研究对象，修订了相关的测量工具并施测，对中学生的数学焦虑、信念与成绩关系进行了探讨。结果：①数学信念到数学焦虑的路径系数为0.213，数学焦虑到数学成绩的路径系数为-0.276，；②数学成绩到数学信念的路径系数为-0.114；③数学成绩与数学焦虑之间互为路径，系数为-0.288，-0.276；④数学焦虑与数学信念之间互为路径，系数均为0.213。结论：①数学信念以数学焦虑为中介变量影响了数学成绩；②数学成绩直接影响数学信念；③数学成绩与数学焦虑互为影响；④数学焦虑与数学信念互为影响。

Objective:To explore the relation among three factors, i, e, math anxiety, mathematical beliefs and mathematical achievement.Methods:This paper revised some scales, by which the participants from grade 1 in junior high school to grade 3 in senior high school, were measured.Results:①The coefficient of the path from mathematics beliefs to mathematics anxiety was 0.213, and coefficient of the path from mathematics anxiety to mathematics achievement is-0.276;②The coefficient of the path from mathematics achievement to mathematical beliefs was-0.114;③There was a two-way path between mathematics achievement and mathematics anxiety, and the coefficients were-0.288, -0.276;④There was a two-way path between mathematics anxiety and mathematical belief, and the coefficients were the same as 0.213.Conclusion:①Mathematics anxiety is a mediator variable which can mediate the relationship between mathematical beliefs and mathematics achievement;②Mathematics had relatively direct effect on mathematical beliefs;③There exists a bi-directional influence between mathematics achievement and mathematics anxiety;④There also exists a bi-directional influence between mathematical beliefs and mathematics anxiety.

基金项目：

全国教育科学规划国家重点项目(ABA050001);教育部人文社会科学重点学科基地项目(02JAZJDXLX002);北京市哲学社会科学规划项目

作者简介：

参考文献：

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