摘要
本研究主要以Eccles等人的现代期望价值理论为背景,采用期望价值量表和课堂目标结构量表对随机选取的564名初中生进行测量,目的在于考察学生感知到的数学课堂目标结构、数学成就动机信念中的成就期望和任务价值与数学学业成绩之间的关系。研究结果表明:
1、初中生的数学动机信念存在显著的性别差异,男生的数学能力-期望信念和兴趣显著高于女生。
2、初中生的数学动机信念存在显著的年级差异。其中,初二年级学生认识到的数学有用性-重要性的程度显著高于初三年级;初一年级和初三年级学生认识到的学习数学的代价显著高于初二年级。
3、初中生的数学课堂目标结构与数学动机信念之间存在显著的相关关系。其中,掌握目标结构和能力-期望信念、有用性-重要性和兴趣均显著正相关,而和代价显著负相关;成绩接近目标结构和有用性-重要性显著正相关;成绩回避目标结构和代价显著正相关。
4、初中生的数学动机信念与数学学业成绩之间存在显著的相关关系。其中,任务价值中的能力-期望信念、有用性-重要性和内在兴趣三个成分与学业成绩呈显著正相关,而任务价值中的代价这一成分与学业成绩呈非常显著的负相关。能力-期望信念对学业成绩有显著的正向预测作用,代价对学业成绩有显著的负向预测作用。
5、初中生的数学课堂目标结构与数学学业成绩之间存在显著的相关关系,学生在数学课堂上知觉到的掌握目标结构和学业成绩呈显著正相关。
6、初中生的数学课堂掌握目标结构通过数学能力-期望信念来影响学生的数学学业成绩,能力-期望信念在课堂掌握目标结构和学业成绩之间起着完全中介作用。
Based on an expectancy-value model proposed and developed by Eccles et al., this study investigates the relations among perceptions of mathematical classroom goal structure, achievement expectancy, task value and math performance. Expectancy-value scale and classroom goal structure scale, specific to the math domain, were given to 564 junior high school students.
The study results indicated that:
1.Boys have more positive math ability-expectancy beliefs and interest than do girls.
2.Second-year students’utility-importance was significantly higher than third-year students; First and third-year students’cost was significantly higher than second-year students.
3.Mastery classroom goal structure was related positively to ability-expectancy beliefs, utility-importance and interest, whereas it was related negatively to cost; Performance-approach classroom goal structure was related positively to utility-importance; Performance-avoidance classroom goal structure was related positively to cost. Mastery classroom goal structure positively predicted ability-expectancy beliefs and utility-importance.
4.Performance was related positively to ability-expectancy beliefs, utility-impormance and interest, whereas it was related negatively to cost. Ability-expectancy positively predicted performance and cost negatively predicted performance.
5.Perceptions of mathematical classroom goal structure was related positively to math performance.
6.Mastery classroom goal structure influence learning performance through ability-expectancy beliefs. Ability-expectancy beliefs played a completely mediating role between mastery classroom goal structure and performance.
引文
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