江苏八年级学生数学学业水平的归因分析

Attributive Analysis of the Eighth Grade Students' Mathematics Academic Performance in Jiangsu Province

本研究借助TIMSS的理论框架和测量工具,对影响学生数学学业水平的因素进行了归因分析。来自江苏三个地区(苏南、苏中、苏北)三个城市9所学校的1471名八年级学生参与了本次研究,数据表明:第一,在性别、城乡、地区这三个人口变量中,性别和地区是影响学生学业水平的主要因素,而城乡学生之间不存在显著差异;第二,学生的学习经历和家庭文化背景都是影响他们学业水平的重要因素;第三,优越的家庭经济条件却未必能提高学生的学业水平。

This study makes an attributive analysis of factors affecting students＇ mathematics academic performance by using the TIMSS theoretical framework and instrument, involving 1471 students in Grade Eight from nine schools in three cities of Jiangsu Provincial three areas. Findings show that among the three variables of gender, rural-urban areas, and districts, gender and districts are the main elements, while rural-urban areas have no significant differences; that students＇ learning experiences and family backgrounds are the important factors; and that wealthy and superior family conditions can not necessarily improve their academic performance.