大学生高等数学“学习兴趣”“自我效能感”“学习焦虑”“学习动机”的关系研究

Research on the Relations of College Students’“Learning Interest”“Self-efficacy”“Learning Anxiety”“Learning Motivation”

大学生高等数学学习动机的增强能够促进其学习的深度参与.厘清学习动机的影响因素及其路径,以在教学过程中针对性地应对,有助于提升高等数学教学效益.运用结构方程模型方法,对大学生进行调查后发现:高等数学学习兴趣对学习焦虑和自我效能感的影响,均达负向非常显著;学习兴趣对自我效能感的影响、高等数学自我效能感对学习动机的影响均达正向非常显著;在学习兴趣对学习动机的影响路径中,学习焦虑和自我效能感表现为完全中介效应.在高等数学教学过程中,应为学生提供探究机会,鼓励学生参加竞赛,关注学生个体进步,重视过程考核等.

The enhancement of college students’motivation for college mathematics learning can promote their deep participation in learning.To clarify the influencing factors and paths of learning motivation and to respond in a targeted manner during the teaching process may help improve the efficiency of higher mathematics teaching.This study used the structural equation modeling method to investigate college students and found that the influence of higher mathematics learning interest on learning anxiety and self-efficacy was negative.The influence of learning interest on self-efficacy was positively significant.The impact of self-efficacy on learning motivation was similar.Learning anxiety and self-efficacy appeared to have a complete indirect effect on the path of learning interest on motivation.Based on the above results,suggestions are proposed for providing students with opportunities for inquiry,encouraging participation in competitions,paying attention to individual progress,and attaching importance to process assessment during the teaching of higher mathematics.