巴西高中学生的数学自我效能:一种混合方法的研究方法
Roberto Tadeu Iaochite1, Mayara Mota da Matos2, Roraima Alves da Costa Filho3
1Department of Education, Institute of Biosciences / Center for Studies and Research in Social Cognitive Theory and Educational Practices, São Paulo State University - UNESP, Rio Claro, São Paulo, Brazil.
概括
学生的特点和自我效能对巴西高中学生的数学自我效能有重大影响. 混合方法研究揭示了影响学术信心和学习感知的复杂因素.
科学领域:
- 教育心理学教育心理学
- 青少年发展 青少年发展
- 数学教育教育 数学教育
背景情况:
- 数学自我效能对于学术成功至关重要.
- 了解影响这种自我效能的因素对于教育干预至关重要.
- 以前的研究往往缺乏混合方法的方法来捕捉学生的感知.
研究的目的:
- 为了检查巴西高中学生的数学自我效能.
- 为了确定学生的特点和自我效能领域影响数学自我效能.
- 探索学生对学习数学方面的优缺点的看法.
主要方法:
- 探索性的横截面设计,采用混合方法的方法.
- 在线工具,包括社会人口调查问卷和自我效能度表.
- 多重回归分析和开放式问题的定性分析.
主要成果:
- 学生的特点和自我效能领域解释了47.4%的数学自我效能差异.
- 定性分析突出了数学自我效能的复杂,基于感知的性质.
- 证实了个人属性和更广泛的自我有效性领域的显著影响.
结论:
- 数学自我效能受到学生特征和相关的自我效能领域的结合的影响.
- 混合方法的方法提供了更深入的见解,学术自我效能的多面性质.
- 结果可以为有针对性的教育干预提供信息,以提高数学学习和信心.
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