摘要
本文基于因子分析方法,建立了学生的数学学习自我效能感的评价模型,并以淮安市淮海中学的高中学生作为研究对象进行了实证研究。利用学生的自我效能感的综合得分对相关的问题进行了分析。结果表明学生的数学成绩与学生学习的自我效能感正相关;不同年级的学生的自我效能感没有明显差异;学生的自我效能感存在性别差异;不同的家庭教育氛围对学生的自我效能感的形成有显著影响。
Based on the method of factor analysis, this paper establishes an evaluation model on the students’ self-efficacy in mathematics learning. An empirical study is conducted by taking students from Jiangsu Huaihai senior high school as subjects and related issues are analyzed by using the comprehensive scores of students’ self-efficacy. The results suggest that there is a positive correlation between students’ academic performance in math and their self-efficacy;there is no significant difference in self-efficacy of students from different grades;there is a significant difference between boys and girls in their self-efficacy;and different family education atmosphere has a significant effect on the formation of students’ self-efficacy.
出处
《应用数学进展》
2021年第1期291-298,共8页
Advances in Applied Mathematics
