我应该留下来还是我应该去? 儿童对反的反应动机及其与数学焦虑和数学自我概念的关联
1Indiana University.
Contemporary educational psychology
|August 13, 2025
概括
在数学游戏中收到负面反的孩子的动机较低,特别是如果他们有很高的数学焦虑或自我概念. 这凸显了反对年轻学习者参与度的影响.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 发展心理学 发展心理学
背景情况:
- 纠正反显著影响学习者的动机,可能导致任务的继续或避免.
- 了解孩子对反的反应是设计有效的教育干预措施的关键.
- 数学焦虑和自我概念是影响学业成绩和参与度的已知因素.
研究的目的:
- 调查小学儿童在数学游戏中响应纠正反时的即时行为动机.
- 检查儿童的动机,数学焦虑和数学自我概念之间的关系.
- 探索不同类型的反 (对结果的了解和对正确反应的了解) 如何影响动机.
主要方法:
- 150名小学生 (平均年龄7.35) 玩了一场涉及等价问题的数学游戏.
- 儿童每次试验都得到反,包括对结果的了解 (KR) 和对正确反应的了解 (KCR).
- 行为动机是通过在每个级别后继续或停止游戏的选择来衡量,以及对数学焦虑和自我概念的评估.
主要成果:
- 孩子们通常表现出很高的动力,完成了许多问题.
- 一个重要的发现是,收到大量负面反的孩子倾向于更早地停止玩.
- 这种效应在具有高数学焦虑或高数学自我概念的儿童中被放大,与关于自我概念的预测相反.
结论:
- 负面反可以降低年轻学习者的动力,特别是那些数学焦虑或自我概念较高的人.
- 该研究的结果挑战了一些关于数学自我概念和持续动机之间的直接正相关性的假设.
- 后果表明需要反策略来支持,而不是破坏儿童在解决问题的环境中的动机.
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