探索学习高中数学的感知成本的维度
Saule Raiziene1, Lauryna Rakickiene1, Dovile Butkiene1
1Institute of Psychology, Faculty of Philosophy, Vilnius University, Universiteto 9, LT-01513 Vilnius, Lithuania.
European journal of investigation in health, psychology and education
|December 24, 2025
概括
学生的动机受到感知成本的影响. 这项研究确定了数学学习的四个不同的成本维度:努力,机会,情绪和自我成本,证实了它们对学术成果的独特影响.
科学领域:
- 教育心理学教育心理学
- 学生的动机 学生的动机
- 预期值理论 预期值理论
背景情况:
- 预期价值理论强调了感知成本对学生激励的重要性.
- 然而,这些成本的多维结构,特别是在数学中,仍然没有得到充分的研究.
- 了解这些成本对于开发有效的激励策略至关重要.
研究的目的:
- 检查九年级学生在数学学习中的多维成本结构.
- 调查四个拟议的成本方面的独特性:努力,机会,情感和自我成本.
- 分析这些成本维度与学生的意图,拖延,情绪和学业成绩之间的关联.
主要方法:
- 来自立陶宛的1483名九年级学生的样本参与了这项研究.
- 学生填写了调查问卷,评估了四个成本维度,动机意图,拖延和负面情绪.
- 探索性和确认性因子分析 (ESEM) 用于测试成本结构,使用来自学校记录的学术数据.
主要成果:
- 相关因素ESEM模型提供了最合适的,支持四个不同的成本维度的特异性.
- 每个成本维度都显示了与研究结果的独特关联,表明了它们的差异化作用.
- 自我成本显得与努力,机会和情绪成本特别不同.
结论:
- 这项研究证实了影响数学学习的四个不同的成本维度的存在.
- 认识到每个成本维度的独特影响对于理解学生的动机和学业表现至关重要.
- 这些发现从研究较少的文化背景中提供了有价值的见解,强调了成本观念在教育心理学中的重要性.
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