探索元认知策略,情绪因素和数学表现之间的相互作用:印尼高中学生CB-SEM模型的证据
Robiatul Adawiya1, Csaba Csíkos2
1Doctoral School of Education, University of Szeged, 32-34. Petőf Sgt., Szeged, 6722, Hungary.
Acta psychologica
|January 28, 2026
概括
这项研究发现,超认知策略和情绪因素显著影响印尼学生的数学表现. 培养认知技能和情绪弹性对于提高数学成绩至关重要.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 数学教育教育 数学教育
背景情况:
- 印尼在数学方面持续存在的教育成绩差距是显而易见的.
- 了解认知和情绪因素的相互作用对于提高数学表现至关重要.
研究的目的:
- 研究元认知策略 (规划,监测,评估),情感变量 (数学焦虑,享受) 和数学表现之间的关联.
- 分析元认知策略与数学解决问题的能力之间的相互作用.
- 检查情绪影响对学业成绩的贡献.
主要方法:
- 使用基于共差的结构方程建模 (CB-SEM).
- 样本包括来自印度尼西亚不同地理区域的1084名11年级学生.
- 在一个单一的结构模型中整合了元认知策略和情绪调节.
主要成果:
- 超认知策略和情绪变量与数学表现有显著的关联.
- 综合模型提供了一个全面的框架,解释了这些因素之间的关系.
- 确定了预测数学成功的特定的元认知策略和情绪影响.
结论:
- 认知 (元认知) 和情感技能都对提高数学表现至关重要.
- 教育干预措施应针对培养元认知策略和情绪弹性.
- 调查结果为各种教育环境提供了洞察力,以解决数学成绩差距.
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