中学学生数学动机概况的稳定性和变化:学生干预的影响
1Department of Research in School and Learning, Institute of Educational Science, University of Bern, Fabrikstrasse 8, 3012 Bern, Switzerland.
在数学学习中,学生的动机概况各不相同,针对性干预对于动机混合程度较低的群体更有效. 了解这些差异是提高学习成果的关键.
科学领域:
- 教育心理学教育心理学
- 学习科学 学习科学
- 数学教育教育 数学教育
背景情况:
- 动机对于学业成功至关重要,但学生表现出不同的动机概况.
- 学生动机的个体差异需要个性化干预策略.
- 检查弱势学生群体的动机,比如那些在较低的数学能力级别,是必不可少的.
研究的目的:
- 在数学能力水平最低的学生中识别不同的动机概况.
- 分析7年级和8年级这些动机概况的变化.
- 调查激励干预对这些个人资料的不同影响.
主要方法:
- 自我报告的激励规则的潜形状分析 (内在的,识别的,内投射的,外部的).
- 潜伏过渡分析,以追踪两学年的个人资料变化.
- 对干预和控制组进行比较,以评估干预效应.
主要成果:
- 确定了三个不同的动机概况:低混合,高混合和自决.
- 随着时间的推移,大多数学生都保持在最初的动机概况内.
- 这项干预措施的有效性各不相同,对低混合动力概况的动机概况显示出更大的益处.
结论:
- 学生的动机是异质的,即使在弱势群体.
- 动机干预可以根据学生的现有个人资料产生不同的效果.
- 根据特定的动机概况进行个性化干预,可以提高它们在数学学习中的有效性.
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