个体自我监控能力、思维品质与数学学业成绩的关系研究

Relationships Among Self-control Ability,Thinking Quality and Mathematics Achievement for Senior Middle School Students

对197个高三生施测《中学生数学学科自我监控能力问卷》和《高三学生数学思维品质问卷》,以探讨个体自我监控能力、思维品质对数学学业成绩的影响模式。结果:(1)自我监控能力与思维品质、数学学业成绩均呈显著正相关。(2)在自我监控能力、思维品质对数学学业成绩的影响模型中,自我监控能力直接影响数学学业成绩,并通过思维品质这一中介变量作用于数学学业成绩。思维品质直接影响数学学业成绩。(3)女生组与男生组的自我监控能力、思维品质与数学学业成绩的结构系数的模型无显著差异。

Many valuable researches are related to self-control,thinking quality,achievements and a combination of two variables above.However,few studies have combined the three variables together to examine their relationships;Furthermore,with regard to the subject of mathematics which particularly needs self-control and thinking quality in solving problems,there is a lack of substantive studies.This study wants to analyze the relationships between self-control ability,thinking quality and mathematics achievement.The participants were 212 students from 4 Senior Grade classes of three schools in Jinan,Shandong province 114 of them being female and the others male.Their performance was at the average level of all the students in Grade Three.This study used＂Questionnaire of Mathematical Self-Control Ability for Middle School Students＂by Zhang（2003） to measure the participants＇ self-control ability. Internal consistencyαcoefficient and test-retest reliability of 10-day-interval were both more than 0.7,which meant this questionnaire had good reliability.In this study,we adopted＂Questionnaire of Thinking Quality for the Senior Grade Three Student＂worked out by ourselves,which was composed of 5 ingredients：profundity,flexibility,originality,criticality and agility.4 items on each ingredient were made.We had a testing with formal participants by the revised questionnaire.In the testing,for each class,an experimenter had been trained in advance and the class tutor both showed up to hand out and reclaim the questionnaires.212 questionnaires were given out and 208 were reclaimed.The rate of valid reclaiming was 94.7%.Confirmatory factor analysis the questionnaire was done with the software Amos7.0.Analysis of reliability indicated that internal consistency a coefficient of mathematics thinking quality questionnaire was 0.88,and test-retest reliability of 10-day-internal was.84.For validity,confirmatory factor analysis showed that the value of GFI was up to.82,which meant the closeness of suitability of the model was acceptable, which indicated that the data didn＇t exclude the model.So,the questionnaire had good construct validity.Mathematics achievement at the end of the Second Semester in the academic year 2008 - 2009（named achievement 1） and that at the beginning of the First Semester in the academic years 2009 2010（named achievement 2） were chosen,and the average score of them was regarded as the mathematics achievement of each participant. All the data were analyzed with the software SPSS17.0 and Amos7.0,and the main statistics methods were correlation analysis and structural equation modeling.The results were as follows：（1） There is a strong positive relation among self-control ability, thinking quality and mathematics achievement（see Table 1）.（2） This study presents a model in which self-control affects mathematics achievements directly,and the value of direct-effect is.68.self-control also affects mathematics achievements indirectly through thinking quality and the value of indirect-effect is.33.So the gross effect of Self-control affecting Mathematics Achievements is 1.01.The ratio of the mesmeric effect of thinking quality on mathematics achievements to the direct-effect of self-control affecting mathematics achievements is 1：2.06.Thinking quality affects mathematics achievements directly with the direct-effect of.32.（see Figure 1）.（3）There is no significant difference between the two groups of boys and girls on the structural weights.