摘要
采用数学能力观量表、学业控制感量表、学业期望量表和数学学习投入量表对北京市743名中高年级小学生进行调查,探究小学生能力观、学业控制感、期望和数学学习投入之间的关系。结果发现:能力观、学业控制感、期望和数学学习投入之间均存在显著的正相关;能力观对数学学习投入的直接效应显著;学业控制感、期望在能力观和数学学习投入之间的中介效应均显著;且学业控制感-期望的链式中介作用也显著。
The current study aimed to explore the mediating effects of perceived academic control and expectancy on the relationship between mindset and engagement in math context. 743 upper grade pupils from a primary school in Beijing were recruited to complete self-report questionnaires measuring growth mindset, perceived academic control, academic expectancy, and mathematics engagement. The main findings of the study were as following： 1） Growth mindset positively correlated with perceived academic control, academic expectancy, and mathematics engagement. 2） Growth mindset had a positive effect on mathematics engagement not only through the direct path, but also through the indirect path of perceived academic control and academic expectancy, as well as the chain mediating path between these two variables.
作者
蒋舒阳
刘儒德
甄瑞
洪伟
金芳凯
JIANG Shuyang;LIU Rude;ZHEN Rui;HONG Wei;JIN Fangkai(Institute of Developmental Psychology,Beijing Key Laboratory of Applied Experimental Psychology,National Demonstration Center for Experimental Psychology Education（Beijing Normal University）,Faculty of Psychology,Beijing Normal University,Beijing 100875)
出处
《心理与行为研究》
CSSCI
北大核心
2018年第4期490-496,共7页
Studies of Psychology and Behavior
基金
教育部人文社会科学重点研究基地重大项目(15JJD190001).
关键词
能力观
学业控制感
期望
数学学习投入
mindset
perceived academic control
academic expectancy
mathematics engagement
