对数学/统计学,焦虑,自我效能和学业成绩的态度:一个人工神经网络
Juan Manuel Hernández de la Hera1, Francisco Manuel Morales-Rodríguez2, José Pablo Rodríguez-Gobiet2
1Department of Evolutionary and Educational Psychology, Faculty of Education, Cartuja Campus, University of Granada, Granada, Spain.
Frontiers in psychology
|July 26, 2023
概括
学生的焦虑会对数学和统计学的态度产生负面影响,而自我效能则会增强这种态度. 情感教育是提高数学学习和福祉的关键.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
背景情况:
- 数学和统计技能对于日常生活至关重要.
- 许多学生都很难学习和理解数学.
- 焦虑和自我效能等情绪因素可能会影响学业表现.
研究的目的:
- 研究对数学和统计学的态度与情感层面 (焦虑,自我效能) 之间的关系.
- 分析焦虑和自我效能对学生在数学和统计学方面的态度的影响.
主要方法:
- 一个由276名大学生和19名中学生组成的样本参与了调查.
- 数据采集使用验证的天平对数学和统计学的态度,数学焦虑和自我效能.
- 使用带有反向传播算法的人工神经网络进行分析.
主要成果:
- 数学焦虑与对数学和统计学的态度有显著的负相关性.
- 自我效能与对数学和统计学的态度有显著的正相关性.
- 神经网络有效地预测了评估的构造.
结论:
- 情感教育在提高学生福祉和数学教育方面发挥着至关重要的作用.
- 解决学生的焦虑和培养自我效能对于改善数学和统计学学习至关重要.
- 人工神经网络分析为理解教育研究中的复杂关系提供了有价值的工具.
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