中学生数学学习成就归因的性别差异比较研究

Study of Gender Differences on Middle School Students’ Mathematics Learning Achievement Attribution

在以往相关研究的基础上,采用问卷调查法,对中学生数学学习的原因归因、期望变化和情感反应的性别差异进行调查.研究得出以下结论：（1）对于数学学习成功结果,能力项原因归因存在性别差异;失败情境下,教学质量和能力项归因上存在性别差异.（2）对数学学习失败结果能否改变上存在性别差异.（3）对于成功结果,在自豪和惊喜两项情感反应上存在性别差异;对于失败结果,在自卑和怨恨两项情感反应上存在性别差异.

On the basis of previous studies, this study adopted questionnaire survey and studied the mathematics learning attribution, the change of expectation and the emotional responses of middle school students. The results were as follows： （1） as for the successful result of mathematics learning, there were gender differences on ability attribution; and under the failure conditions, there were gender differences on teaching quality attribution and ability attribution. （2） There were gender differences on whether the failure results of mathematics learning could be changed or not. （3） As for the successful result, there were gender differences on proud and surprise emotional responses; as for the failure result, there were gender differences on inferiority and resentment emotional responses.