初中生数学学习策略、数学焦虑对数学成绩的影响研究

The Relationship Among Mathematics Learning Strategies,Mathematics Anxiety and Academic Performance for Junior High School Students

目的：通过调查研究,探讨初中生数学学习策略、数学焦虑对数学成绩的影响。方法：采用数学学习策略问卷、数学焦虑问卷对1650名初中生进行施测。结果：初中生数学学习资源管理策略运用水平显著高于认知策略、元认知策略（F=52.55,P〈0.01）;男生的数学焦虑、数学成绩显著低于女生（t=-3.35、-2.69,P〈0.01）;数学学习策略、数学焦虑与数学成绩之间显著相关（r=0.18~0.39,P〈0.01）;数学学习策略可以正向显著预测数学成绩（β=0.19,P〈0.01）;数学焦虑可以负向显著预测数学成绩（β=-0.36,P〈0.01）;数学学习策略对数学成绩不仅具有直接预测作用,而且可以通过数学焦虑的中介作用间接预测数学成绩（中介效应比例为35.5%）。结论：初中生数学学习策略掌握程度越好,数学焦虑水平越低,其数学成绩就会越高。

Objective： To study the impact of the junior high school students＇ mathematics learning strategies,mathematics anxiety on academic performance. Methods： 1650 junior high school students were investigated by Mathematics Learning Strategies Questionnaire and Mathematics Anxiety Questionnaire. Results： In the process of mathematics learning among junior high school students,resource management strategies were significantly more than cognitive strategies and metacognitive strategies（ F = 52. 55,P〈 0. 01）; Boys＇ mathematics anxiety and academic performance were significantly lower than that of girls＇（ t =- 3. 35、- 2. 69,P〈 0. 01）; Mathematics learning strategies and mathematics anxiety had significant correlation with academic performance（ r = 0. 18- 0. 39,P〈 0. 01）; Mathematics learning strategies not only had significant direct prediction on academic performance（ β = 0. 19,P〈 0. 01）,but also through the partial mediated effect of mathematics anxiety to predict academic performance（ mediation effect： 35. 5%）. Conclusion： mathematics learning strategies and mathematics anxiety have important impact on the junior high school students＇ academic performance. Mathematics learning strategies not only had direct effect on learning burnout,but also indirectly influenced academic performance by the partial mediating role of mathematics anxiety.