小学数学儿童态度的不稳定性,变化和内部结构:四波波调查
Hongmin Feng1, Yanli Xu1, Bijuan Huang1,2
1School of Psychology, Shandong Normal University, Jinan, China.
Child development
|February 1, 2024
概括
小学学生的数学态度不稳定,受到各种因素的影响. 性别差异出现,男孩在晚些时候表现出优势,女孩从早期的积极态度中受益.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 儿童发展 儿童发展
背景情况:
- 数学态度对于学术成功至关重要.
- 了解数学态度的稳定性和发展是至关重要的.
- 需要长度研究来追踪随时间变化的态度.
研究的目的:
- 探索中国小学学生的数学态度概况及其稳定性.
- 为了调查数学态度的性别差异.
- 检查在数学态度中享受,信心和价值之间的组成关系.
主要方法:
- 一项纵向,以人为导向的研究,追踪了1013名中国三年级学生在四个波段 (1年间隔).
- 分析数学态度概况,稳定性,性别差异和相互关系.
- 统计建模用于评估过渡概率和预测关系.
主要成果:
- 确定了五个不同的数学态度配置文件,具有不稳定的过渡概率.
- 享受,信心和价值之间的关系随着时间的推移而变化.
- 男孩在较晚的小学年级表现出优势,而女孩则从早期的积极态度中受益.
结论:
- 在中年时期,中国学生的数学态度是动态和不稳定的.
- 态度是由内部和外部环境因素塑造的.
- 建议进行进一步的跨文化研究,以在全球范围内探索这些动态.
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