学业反馈、学业自我设阻与初一学生数学成绩的关系

Relationships between academic feedback,academic self-handicapping and academic performance in students of Grade Seven

目的:考察初一学生的学业反馈、学业自我设阻与其数学成绩之间的关系。方法:于2006年春季学期期中考试后一周,采用整群随机抽样方法从长春市一所中学抽取初一学生202名,完成学业反馈问卷,学业自我设阻问卷和数学成绩调查。①学业自我设阻问卷:共有15题,总分最高为75分,得分越高,表明习惯性自我设阻的倾向越强。②学业反馈问卷:自编学业反馈问卷,包括积极反馈、消极反馈、复杂反馈和有效反馈4个部分:积极反馈包括表扬和积极学业陈述;消极反馈则包括批评和消极学业陈述;复杂反馈是指除了简单给予对错信息外,还进行较全面有针对性的分析,甚或提出改进措施;而有效反馈是指那些能让学生理解接受的学业反馈。采用从“从不这样”到“总是这样”5等级记分。③数学成绩:收集最近3次全年级的数学考试成绩,将每次考试的原始成绩转换成T分数,再求得三次的平均得分作为数学成绩。结果:发放问卷202份,最后得到有效问卷192份。其中男生99名,女生92名,年龄13～14岁。①男生在消极反馈上的得分高于女生(11.25±4.12,9.79±3.35),差异有显著性意义(P<0.05)。而反馈的其他3个方面、数学成绩和学业自我设阻性别差异不显著。②对学业反馈各维度评分与学业自我设阻评分和数学成绩之间进行了相关分析,结果发现学业自我设阻评分与数学成绩、复杂反馈、有效反馈和积极反馈评分呈显著的负相关(r=-0.499～-0.315,P<0.01),而与消极反馈评分呈显著的正相关(r=0.374,P<0.01);数学成绩与积极反馈、有效反馈和复杂反馈评分呈显著的正相关(r=0.156～0.515,P<0.05),与消极反馈评分呈显著的负相关(r=-0.263,P<0.01)。③以学业反馈为预测变量,学业自我设阻为效标变量进行逐步回归分析,有效反馈、复杂反馈和消极反馈对学业自我设阻的回归效应显著,β值分别为-0.372,-0.244和0.134;以学业反馈和学业自我设阻为预测变量,成绩为效标变量进行逐步回归分析,学业自我设阻和有效反馈对成绩的回归显著,β值分别为-0.164和0.433。有效反馈和学业自我设阻都对学业成就有显著的回归效应。结论:①学业反馈会从不同方面影响学业自我设阻策略的使用。②学业自我设阻和有效反馈能直接影响学生的学业成绩。

AIM： To examine the relationships of academic feedback and academic self-handicapping with math achievement of students in Grade Seven. METHODS： In the next week after midterrn exam of spring semester in 2006, a questionnaire survey was conducted among 202 students in Grade Seven that were randomly selected from a secondary school in Changchun by whole class. The academic feedback questionnaire and the self-handicapping scale were filled, while the scores of the last three math exams were collected. ①Self-handicapping scale： It contained fifteen items of total 75 scores, the higher score showed stronger tendency of habitual self-handicapping. ②Academic feedback questionnaire： It consisted of four parts： positive academic feedback （praise and positive academic statements）, negative academic feedback （blame and negative academic statements）, complex academic feedback （not only pointing out right or wrong but also leading the students to know why and how to improve） and effective academic feedback （how well the students accept the academic feedback）. There were 5 ranks from never to always.③Math achievement： We collected the students＇ scores of the last three math exams, then changed them into T scores, and used the average T score of three exams as the math achievements. RESULTS： All 202 students were surveyed and 192 effective copies were collected, including 99 boys＇ and 92 girls＇i their age arranged from 13 to 14 years. ①The scores of negative feedback were significantly higher in boy students than in girl students （11.25±4.12, 9.79±3.35, P 〈 0.05）. Whereas there were no significant differences between boys and girls on other three aspects of academic feedback, academic self-handicapping and math achievement.②Correlation analysis showed the scores of academic self-handicapping had significantly negative correlations with math achievement, complex feedback, effective feedback and positive feedback （r =-0.499 to -0.315, P 〈 0.01）, and significantly positive correlation with negative feedback （r =0.374, P 〈 0.01）; Math achievement was significantly positive correlated with complex feedback, effective feedback and positive feedback （r =0.156-0.515, P 〈 0.05）, and was significantly negative correlated with negative feedback （r =-0.263, P 〈 0.01 ）.③Taking academic feedback as predictive variable and academic serf-handicapping as criterion variable, the stepwise regression analysis showed there was remarkable regression between effective feedback, complex feedback and negative feedback with academic serf-handicapping （beta=-0.372 to 0.134）; Taking academic feedback and academic serf-handicapping as predictive variables, math achievement as criterion variable, the analysis result demonstrated that.there were remarkable regression between academic self-handicapping and effective achievement for academic achievement （beta= -0.164, 0.433）, CONCLUSION： ①Academic feedback can influence the use of serf-handicapping strategy from different aspects;② Academic serf-handicapping and effective feedback play an impact on the students＇ academic achievement directly.