在使用PLS-SEM和FsQCA的数学协作解决问题的过程中,学生讨论参与的决定因素
Jianlan Tang1, Yulan Zheng2, Tommy Tanu Wijaya3
1School of Mathematics and statistics, Guangxi Normal University, Guilin, China.
Scientific reports
|October 23, 2025
概括
这项研究探讨了影响学生参与数学协作解决问题的讨论的因素. 调查结果强调了积极态度,自主,能力和支持性环境的重要性,以加强参与协作解决问题 (CPS) 的参与.
科学领域:
- 教育心理学教育心理学
- 数学教育教育 数学教育
- 认知科学 认知科学
背景情况:
- 协作解决问题 (CPS) 被经合组织和PISA认可为学生的关键技能.
- 关于影响学生参与数学CPS讨论的因素的研究有限.
- 这项研究通过整合计划行为理论 (TPB) 和自决理论 (SDT) 来解决这一差距.
研究的目的:
- 调查影响学生讨论参与数学协作解决问题的因素.
- 应用TPB和SDT框架来理解参与CPS.
- 为教育工作者提供实际影响,以加强学生参与.
主要方法:
- 从中国广西的406名受访者收集的数据.
- 结构方程建模 (SEM) 用于分析定量数据.
- 模糊集定性比较分析 (fsQCA) 用于不对称的视角.
主要成果:
- 在SEM分析中,13个因素中,有11个因素显著影响了参与数学CPS的讨论.
- fsQCA确定了三种不同的因素组合,导致学生在CPS的高参与率.
- SEM和fsQCA的发现为参与驱动因素提供了互补的见解.
结论:
- 积极的态度,学生的自主性和感知能力对于参加数学CPS至关重要.
- 培养同行互动和集体解决问题的课堂环境至关重要.
- 教师可以利用这些发现来设计更有效的CPS活动并改善学习成果.
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