父母数学价值观对青少年数学学习影响的跨文化研究——以韩国、德国和中国香港PISA2012数据为例

A Cross-Culture Comparison Study on the Impact of Parents' Attitudes toward Mathematics on Adolescents' Mathematics Learning——Based on the Data of PISA 2012 of Korea,Germany and Hong-Kong China

基于PISA2012的数据,运用两水平中介效应模型,比较分析了韩国、德国和中国香港父母数学价值观对青少年数学学习的具体影响。研究结果表明,在三个国家和地区内部,父母数学价值观对学生的数学学习动机和数学学业成绩均具有正向预测作用,数学学习动机对父母数学价值观影响数学学业成绩具有部分中介效应,且这种中介效应相比直接效应较弱;父母的数学价值观及其对学生数学学习动机和数学学业成绩的影响具有明显的跨文化差异,德国父母的数学价值观对学生数学学习的影响机制与中国香港和韩国之间的差异很大,而中国香港和韩国之间的差异不大。为了改进学生的数学学习,建议中国香港和韩国父母要强化对数学解决生活实际问题、推进社会经济发展作用的强调,弱化数学学科对于升学考试重要性的强调;德国父母要更多采取直接的方式干预学生的数学学习,如进行督促、提供辅导等。

Based on PISA 2012, muhilevel mediation effect based on hierarchical linear model was employed to analyze parents＂ attitudes toward mathematics on students＂ mathematics learning in Hong-Kong China, Korea and Germany. The results indicated that parents＂ attitudes toward mathematics had a positive effect on students＂ mathematics learning motivation and mathematics achievement in all the three countries/regions. Besides, students＂ mathematics learning motivation played a mediating role in the relationship between parents＂ attitudes toward mathematics and students＂ mathematics achievement in all the three countries/regions, and this indirect effect was relatively weaker than the direct effect of parents＂ attitudes toward mathematics on students＂ mathematics achievement. What＇s more, parents＂ attitudes toward mathematics and its effect on students＂ mathematics learning motivation and mathematics achievement had significant cross-cultural differences. That is to say, the mechanism of the impact of parents＂ attitudes toward students＂ mathematics learning in Germany was obviously different from that of Hong-Kong China and Korea, while there was no significant difference between Hong-Kong China and Korea. For these reasons, it was recommended that parents＂ attitudes toward mathematics should be improved and parents should change the means of affecting students＂ mathematics learning. In particular, parents in Hong-Kong China and Korea should strengthen the importance of mathematics for solving problems in life and for promoting the development of society, and weaken the importance of mathematics for entering a higher school. Parents in Germany should take a more direct and positive way to improve students＂ mathematics learning, such as supervising and tutoring the study of their children.