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干预数学自我效能:以解决方案为重点的简短疗法

Wenhua Yu1, Shuodi Zhou1, Yu Zhou2

  • 1School of Mathematics and Statistics, Shandong Normal University, Jinan, Shandong, 250014, People's Republic of China.

Psychology research and behavior management
|January 15, 2024
PubMed
概括

解决方案为重点的简短治疗 (SFBT) 干预显示了提高中学生数学自我效能的潜力. 拉什模型有效地衡量了这些变化,指导了未来的学术自我有效性评估.

关键词:
数学 自我有效性 自我有效性雷达图表 雷达图表 雷达图表专注于解决方案的简短治疗干预.赖特地图 赖特地图

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科学领域:

  • 教育心理学教育心理学
  • 心理治疗研究 心理治疗研究
  • 教育中的测量.

背景情况:

  • 数学自我效能与学业成绩有很强的相关性.
  • 解决方案专注的简短治疗 (SFBT) 是一种新兴的青少年心理治疗干预.
  • 了解影响数学自我效能的因素对于学术成功至关重要.

研究的目的:

  • 调查SFBT干预措施在提高中学生数学自我效能方面的有效性.
  • 评估拉什模型在测量数学自我效率变化的实用性.
  • 探索SFBT与学生对数学的信心之间的关系.

主要方法:

  • 使用了SFBT干预,小组为三名八年级学生 (n=3).
  • 使用雷达图表和拉什模型来评估数学自我效率的整体变化.
  • 使用线图来追踪与特定数学问题相关的自我效率的特定变化.

主要成果:

  • 根据雷达图表和拉什模型,三分之二的学生在整体数学自我效能方面表现出增加.
  • 一名学生经历了整体数学自我效率的下降.
  • 这三名学生都在特定的数学任务中表现出自我效率的下降,线条图分析表明了这一点.

结论:

  • SFBT干预措施在支持不同程度的数学自我效能的学生方面表现有前途.
  • 拉什模型是反映和量化学生数学自我效能变化的可行工具.
  • 这项研究为利用SFBT和拉什模型来衡量学术自我效率的改善提供了一个框架.