由于在数学上受到过多或不足的挑战而导致的无聊:潜伏的个人资料分析
Manuel M Schwartze1, Anne C Frenzel1, Thomas Goetz2
1Department of Psychology, Ludwig-Maximilian University of Munich, Munich, Germany.
The British journal of educational psychology
|June 9, 2024
概括
高度无聊的数学影响着扎和高成绩的学生. 这项研究确定了由于过度或不足挑战而感到无聊的不同群体,突出了进一步调查的必要性.
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:
- 在学习中感到无聊的原因可能是挑战不足和过度.
- 这表明,高无聊可能会影响整个成绩谱的学生.
研究的目的:
- 调查与过度和不足的数学挑战相关的无聊的存在和流行情况.
- 为这些无聊-成就关系提供经验证据.
主要方法:
- 自我报告的无聊和标准化数学测试成绩的潜伏个人资料分析.
- 样本包括1,407名学生 (五年级至九年级) 来自巴伐利亚的各种学校轨道.
- 检查了性别和学校轨迹作为团体成员资格的预测因素.
主要成果:
- 确定了四个群体:"过度挑战" (13%,低成就,高无聊),"不足挑战" (21%,高成就,高无聊),"富裕" (27%,低无聊,高成就),和"冷漠" (39%,低无聊,低成就).
- 女孩在"过度挑战"的群体中更为普遍.
- 来自高等学校的学生在"挑战不足"的群体中代表性较低.
结论:
- 在数学中过度和不足挑战引起的无聊是影响大量学生子组的一个重要问题.
- 进一步的研究和公开讨论对于解决这些特殊形式的学生无聊至关重要.
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