高中期间根据种族/种族的数学激励信念发展:教师和家长作为变化的预测者
Glona Lee-Poon1, Jacquelynne S Eccles1, Sandra D Simpkins1
1School of Education, University of California, Irvine.
Developmental psychology
|September 9, 2024
概括
青少年 青少年 青少年
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.
- 了解跨种族/种族群体的数学信仰的发展趋势至关重要.
- 父母和老师等社会化者对青少年的发展有很大的影响.
研究的目的:
- 为了检查从9-11年级的青少年的数学动机信念 (期望,兴趣,实用价值) 的变化.
- 调查这些动机变化与社会化体验 (教师不公平,父母与青少年的讨论) 之间的关联.
- 分析美国四大种族/民族群体中的这些趋势.
主要方法:
- 利用了高中纵向研究 (N=19,010) 的数据.
- 采用交叉表格分析来检查种族/民族群体内的发展趋势.
- 分析了动机信念变化和社会化变量之间的关联.
主要成果:
- 在种族/种族群体中观察到数学动机的类似发展趋势.
- 许多青少年保持了一致的动机信念;有些显示了转变 (例如,兴趣,实用价值).
- 家长与青少年的讨论对亚裔和拉丁裔青少年产生了积极的影响;教师的不公平对黑人青少年产生了负面影响.
结论:
- 青少年的数学动机信念表现出不同的发展轨迹.
- 社会化器起着至关重要的作用,在动机发展中起到支持或挑战的作用.
- 干预措施应考虑文化特定的社会化因素对青少年数学动机的影响.
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