中学生数学焦虑、信念与成绩的关系

Relation of Mathematics Anxiety,Mathematical Beliefs and Mathematics Achievement

目的:探讨数学焦虑、信念与成绩的关系,为数学教学提供实证支持和建议。方法:本研究以初一到高三的中学生为研究对象,修订了相关的测量工具并施测,对中学生的数学焦虑、信念与成绩关系进行了探讨。结果:①数学信念到数学焦虑的路径系数为0.213,数学焦虑到数学成绩的路径系数为-0.276,;②数学成绩到数学信念的路径系数为-0.114;③数学成绩与数学焦虑之间互为路径,系数为-0.288,-0.276;④数学焦虑与数学信念之间互为路径,系数均为0.213。结论:①数学信念以数学焦虑为中介变量影响了数学成绩;②数学成绩直接影响数学信念;③数学成绩与数学焦虑互为影响;④数学焦虑与数学信念互为影响。

Objective： To explore the relation among three factors, i,e, math anxiety, mathematical beliefs and mathematical achievement. Methods： This paper revised some scales, by which the participants from grade 1 in junior high school to grade 3 in senior high school, were measured. Results： ①The coefficient of the path from mathematics beliefs to mathematics anxiety was 0.213, and coefficient of the path from mathematics anxiety to mathematics achievement is - 0.276; ②The coefficient of the path from mathematics achievement to mathematical beliefs was -0.114; ③There was a two-way path between mathematics achievement and mathematics anxiety, and the coefficients were -0.288,-0.276; ④ There was a two-way path between mathematics anxiety and mathematical belief, and the coefficients were the same as 0.213. Condusion： ①Mathematics anxiety is a mediator variable which can mediate the relationship between mathematical beliefs and mathematics achievement; ②Mathematics had relatively direct effect on mathematical beliefs; ③There exists a bi-directional influence between mathematics achievement and mathematics anxiety; ④There also exists a bi-directional influence between mathematical beliefs and mathematics anxiety.