探索影响学生在数学课堂上提出问题的因素:PLS-SEM和模糊集定性比较分析
Guoxiu Wei1, Guangsheng Wang2, Tommy Tanu Wijaya3
1School of Teacher Development, Shaanxi Normal University, Xi'an, China; Shaanxi Institute of Teacher Development, Xi'an, China.
Acta psychologica
|July 30, 2025
概括
学生 学生 学生 学生 学生
科学领域:
- 数学教育教育 数学教育
- 教育心理学教育心理学
背景情况:
- 提出问题对于数学结果至关重要,但在中学教育中未被充分研究.
- 现有的研究往往侧重于解决问题,而不是提出问题.
- 了解影响问题提出的因素是提高学生参与度的关键.
研究的目的:
- 探索影响中学学生提出数学问题意愿的心理和环境因素.
- 用计划行为理论确定对数学问题提出行为意图的预测因素.
主要方法:
- 一种混合方法的方法,涉及1582名中学生.
- 使用了结构方程建模 (SEM) 和模糊集定性比较分析 (fsQCA).
- 研究了数学信仰,享受,知识,自我效能,主观规范,态度和焦虑的预测影响.
主要成果:
- 数学信仰,享受,知识,自我效能和主观规范显著影响了提出问题的意图.
- 这些因素共同解释了66.8%的实际问题行为变异.
- fsQCA揭示了问题行为是由各种影响因素的组合造成的,而不是单一的原因.
结论:
- 计划行为理论有效地解释了数学问题的意图和行为.
- 心理和环境因素相互作用,塑造学生发起的数学学习.
- 研究结果为教育工作者,学校,家长和研究人员提供了宝贵的见解,以培养解决问题的技能.
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