主观规范对数学学习行为的影响:数学兴趣的中介作用

The Influence of Subjective Norms on Mathematical Learning Behavior: The Mediating Effect of Mathematical Interest

基于PISA2012的学生问卷数据,采用结构方程模型考察了上海3 399名中学生的主观规范(包括父母规范和同伴规范)对其数学学习行为的影响机制.结果发现:(1)父母规范和同伴规范对学生数学学习行为有显著正向影响;(2)数学兴趣在父母规范和同伴规范对学生数学学习行为的影响中起部分中介作用.因此,为了使学生产生更多的数学学习行为,应该努力加强学校教育与家庭教育的合作,充分发挥同伴的积极作用,提高学生的数学兴趣.

This study used the astructural equation model to explore the influences of subjective norms(parental norms and peer norms) on the mathematical learning behavior of 3,399 middle school students in Shanghai based on the student questionnaire data from PISA 2012. The results show that:(1) Parental and peer norms have significant positive effects on students’ mathematical learning behavior and(2) mathematical interest plays a partial mediating role in the influence of parental and peer norms on students’ mathematics learning behavior. These findings suggest that in order to foster students learning behaviors, we should strengthen the cooperation between school and family, make a full use of the positive role of peers, and should nurture students’ interest in learning of mathematics.