师生关系对数学学业成就的影响——数学学习兴趣与外部动机的中介效应

The Impact of Teacher-Student Relationship on Mathematics Academic Achievement--The Mediating Effect of Mathematics Learning Interest and External Motivation

基于区域质量监测项目实施大规模纸笔测试,采用两阶段不等概率抽样方法从河南、河北、浙江3省145个区县抽取了1097所学校中的158161名八年级学生进行测试,通过对数据的分析探讨了数学学习兴趣与外部学习动机(外部学习动机包含自我内驱力、同伴内驱力、家庭内驱力)在师生关系对数学学业成就产生影响时发挥的中介作用.研究结果表明:(1)师生关系、数学学习兴趣显著正向预测数学学业成就,数学学习兴趣在师生关系与数学学业成就发挥中介作用;(2)自我驱动与同伴驱动下的外部学习动机显著负向影响数学学业成就;(3)数学学习兴趣可以调节自我驱动与同伴驱动的外部学习动机对学业成就的消极影响;(4)家庭驱动下的学习动机正向预测数学学业成就.

Based on the regional quality monitoring project,a large-scale paper-and-pencil test was carried out.A two-stage unequal probability sampling method was used to select 158161 eighth-grade students from 1097 schools in 145 districts and counties in 4 provinces in North China,South China,East China,and Central China for testing.Through the analysis of the data,this paper explores the mediating role of mathematics learning interest and external learning motivation(external learning motivation includes self-drive,peer drive and family drive)in the impact of teacher-student relationships on mathematics academic achievement.The results show that:(1)teacher-student relationship and mathematics learning interest significantly and positively predict mathematics academic achievement,and mathematics learning interest plays a mediating role in teacher-student relationship and mathematics academic achievement;(2)Self-driven and peer-driven external learning motivation has a significant negative impact on academic achievement in mathematics;(3)Interest in mathematics learning can moderate the negative impact of self-driven and peer driven external learning motivation on academic achievement;(4)Family driven learning motivation positively predicts mathematics academic achievement.