学生的数学学习策略和感知到的任务难度对他们的数学成绩的影响
Woldeab Daniel Eka1, Tiruwork Tamiru Tola2, Reda Darge Negasi2
1Department of Psychology, Wolaita Sodo University, College of Educational and Behavioral Sciences, Wolaita Sodo, Ethiopia.
PloS one
|November 21, 2025
概括
学生的数学成绩受到他们的学习策略和任务的感知难度的影响. 改善两者都可以提高整体的数学表现.
科学领域:
- 教育心理学教育心理学
- 数学教育教育 数学教育
背景情况:
- 学生在数学方面的成绩受到各种因素的影响.
- 了解学习策略和任务难度之间的相互作用对于有效的教学至关重要.
研究的目的:
- 调查数学学习策略和感知任务难度对学生数学成绩的综合影响.
- 确定这些因素对数学学业成功的预测力.
主要方法:
- 使用关联设计的定量方法.
- 从351名学生收集的数据系统地从2893.3人群中抽取样本.
- 验证了学习策略和感知困难的问卷,以及教师制作的成绩测试.
主要成果:
- 结构方程建模 (SEM) 显示,学习策略和感知到的任务难度共同解释了数学成绩22%的差异.
- 标准化回归权重表明,学习策略具有显著的积极影响 (β = .186) 和感知任务难度具有显著的负面影响 (β = -.374).
结论:
- 数学学习策略和感知到的任务难度都会显著影响学生的数学成绩.
- 提高学生的学习策略和优化任务难度水平对于提高数学成绩至关重要.
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