拉丁和亚洲学生的数学成功期望和价值观的轨迹
Glona Lee-Poon1, Sandra D Simpkins1
1School of Education, University of California, Irvine.
Developmental psychology
|January 22, 2024
概括
亚洲和拉丁裔背景的青少年女孩和男孩的数学动机轨迹不同. 调查结果挑战了刻板印象,显示了拉丁裔女性等边缘化学生的积极发展.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 教育社会学教育的社会学
背景情况:
- 青少年的数学动机对于学业成功至关重要.
- 了解数学信仰的发展轨迹是关键.
- 种族/民族和性别的交叉性影响了教育经验.
研究的目的:
- 在不同的青少年中检查数学动机信念轨迹 (成功的期望,主观任务价值) 的异质性.
- 在8-10年级的数学信仰中识别不同的发育模式.
- 调查种族/种族和性别如何塑造这些动机轨迹.
主要方法:
- 在南加利福尼亚州对2,710名学生 (8-10年级) 的纵向研究.
- 增长混合模型用于识别发育轨迹的潜在类.
- 跨种族/民族和性别群体进行的统计比较.
主要成果:
- 确定了对期望,利息,实用价值和实现价值的多个稳定,增加和减少的轨迹.
- 在种族/种族和性别的交叉点上发现了激励轨迹的显著差异.
- 与其他群体相比,拉丁裔青少年表现出明显的模式,例如保持适度的期望和较小的兴趣/实用价值下降.
结论:
- 青少年的数学动机不是单一的,并且因种族/种族和性别而异.
- 这些发现挑战了基于赤字的刻板印象,突出了边缘化学生群体的性和积极发展.
- 干预措施应考虑不同学生群体在数学方面的独特动机轨迹.
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