学习风格对数学学生学术拖延的影响
Wan Anis Syamimi Wan Hussin1, Mohd Effendi Ewan Mohd Matore2,3
1Faculty of Education, The National University of Malaysia (UKM), Bangi, Selangor, Malaysia.
Frontiers in psychology
|November 13, 2023
概括
视觉和动感学习风格显著预测中学学生在数学方面的学术拖延. 了解这些学习风格可以帮助减少拖延和改善数学学习成果.
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:
- 数学中的学术拖延与学习风格缺陷有关.
- 由于对不同学习风格的接触有限,学生们在数学概念上扎.
- 对数学概念的理解不足有助于学术拖延.
研究的目的:
- 识别数学中普遍存在的学习风格 (视觉,听觉,动感).
- 确定数学学术拖延的阶段.
- 分析学习风格对数学学术拖延的影响.
主要方法:
- 量化调查方法与500名中学学生 (形式二和四).
- 通过验证的学习风格和学术拖延调查问卷收集的数据.
- 使用SPSS v26.0.0.进行的描述性和多重回归分析.
主要成果:
- 视觉学习风格占主导地位,其次是听觉和动感.
- 总体而言,数学中的学术拖延水平很低.
- 视觉和动感风格显著预测了14.1%的数学学术拖延的变化.
结论:
- 调整教育计划以适应主流的学习风格,可以减轻数学拖延.
- 视觉和动感学习策略显示了提高数学学业成绩的潜力.
- 进一步的研究应该探索其他影响数学拖延,动机和自我效能的因素.
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