数学学习动机、数学失败归因、数学学习反思性对数学自我效能感的影响

以湖北省27,769名初中生为调查对象,运用Mplus 8.3软件对学生的数学学习动机、数学失败归因、数学学习反思性及数学自我效能感之间的关系进行研究.结果表明:数学学习动机与数学学习反思性均对数学自我效能感有显著正向影响,数学失败归因对数学自我效能感有显著负向影响;数学学习动机对数学学习反思性有显著正向影响,数学失败归因对数学学习反思性有显著负向影响;数学学习动机对数学失败归因有显著负向影响;数学失败归因、数学学习反思性在数学学习动机与数学自我效能感的关系间有显著中介作用;数学失败归因、数学学习反思性在数学学习动机和数学自我效能感的关系间有显著的链式中介作用.为了调节学生的数学学习心理发展,学校和教师应合理创设数学问题,激发学生的学习动机;客观分析学情,鼓励学生积极归因;培养错题整理习惯,引导学生自主反思;正确建立阶段目标,提升学生自我效能感.     

学习效能感在高中生班级环境与 学习动机间的中介效应

为考察高中生学习效能感在班级环境与学习动机间的中介效应,采用学习动机、学 习效能感和班级环境问卷调查403名高中生.结果表明:(1)女生威信动机高于男生;男生 学习效能感高于女生;师生关系一年级好于二年级,女生好于男生;(2)学习动机与师生关 系、竞争、基本能力感和控制感正相关;基本能力感与秩序纪律负相关,与同学关系和控制 感正相关;控制感除学习压力外,与班级环境其他维度正相关.(3)基本能力感在秩序纪律 和学习动机间具有中介作用,控制感在竞争和学习动机间具有中介效应.高中生学习动机 的激发与维持的关键是提高学生的学习效能感,适当的竞争环境与相对民主、自由的班级 氛围有利于学生学习效能感的提高.     

基于结构方程模型的学习策略影响因素探究——以初中生学习“统计与概率”为例

以广西3所市区初中学校七八九年级的560名学生为研究对象,考察初中生在统计学习过程中的学习动机、学习焦虑、自我效能感、自我概念对统计学习策略的影响,结果表明:(1)统计学习动机、统计自我概念和统计自我效能感对统计学习策略有显著正向影响;(2)统计学习动机、统计自我效能感对统计自我概念有显著正向影响;(3)统计学习焦虑对统计自我概念有显著负向影响.建议教师在统计与概率的教学过程中,务必采取措施让初中生维持较高的统计学习动机、减轻统计学习焦虑状态、提升统计学习效能感,以便于生成积极的统计自我概念,从而有效提升统计学习策略水平.     

高中生自主学习数学现状的调查研究

自主学习是新课标所倡导的学习方式,体现了学生在学习中的主体性地位,不仅有利于提高学生的学习成绩,也为学生的终身学习打下基础.高中生数学自主学习的现状是:他们的数学学习动机和学习策略不平衡;男、女学生在学习焦虑、学习求助、学习计划安排、学习总结和学习管理等因子中存在显著差异;数学成绩不同的学生在自我效能感、学习意义感、学习焦虑和学习策略等因子中存在显著差异;学习意义感、学习焦虑和学习策略等因子随学生年级的增长呈规律性变化.     

高中学生物理学习自我效能感研究

以932名高中学生为研究被试,以物理学习自我效能感量表为工具,探讨了高中学生物理学习自我效能感在性别和年级上的差异及其与物理学习成绩、学习动机的关系.结果表明:(1)高中学生物理学习自我效能感存在显著的性别差异,而年级差异不显著,性别与年级在物理学习自我效能感上交互作用不显著;(2)高中学生的物理学习自我效能感与物理学习成绩呈显著正相关,成绩优良学生的物理学习自我效能感水平显著高于成绩不良学生;(3)高中学生物理学习自我效能感与成绩目标动机呈极其显著的负相关,与掌握目标动机呈极其显著的正相关.物理学习自我效能感对学习动机有显著的预测作用.     

小学生的学习兴趣与自我效能感的关系研究——以宿迁市宿城区市实验小学学生为例

本文采用学习兴趣问卷和自我效能感问卷,对宿迁市实验小学200名学生进行问卷测查,分析小学生的学习兴趣与自我效能感的现状,旨在了解小学生的学习兴趣与自我效能感之间的关系,结果表明,第一,小学生的学习兴趣与自我效能感存在明显的正相关关系,学习兴趣与自我效能感内部各维度之间也显著正相关;第二,自我效能感是影响小学生学习兴趣的一个重要的内在动机性因素。     

小学生认知角度下的师生关系对学业自我效能感的影响:课堂态度的中介效应

探究小学生认知角度下的师生关系对学业自我效能感的影响,采用结构方程模型验证课堂态度在师生关系和学业自我效能感关系间的中介作用,结果发现:小学生认知角度下的师生关系对课堂态度具有正向影响作用;小学生认知角度下的师生关系和课堂态度均对学业自我效能感具有正向影响作用;学生的课堂态度在师生关系和学业自我效能感关系间具有部分中介作用.基于此,教师在教学过程中应当着力与学生建立良好的师生关系,引导学生养成积极的课堂态度,同时帮助学生认识自我,提高学业自我效能感.     

高中生学习自我效能感在考试焦虑与学习投入中的中介作用

目的:探讨高中生学习自我效能感、考试焦虑与学习投入的关系。方法:应用考试焦虑量表、学习自我效能感量表和中学生学习投入问卷对520名高中生进行测评,利用SPSS17.0对变量间的效应关系进行分析。结果:学习投入及其各维度、学习自我效能感与考试焦虑之间存在显著的负相关(p<0.01),学习自我效能感与学习投入之间存在显著的正相关;考试焦虑对学习投入和学习自我效能感具有负向的预测作用(t=-4.899,p<0.001,t=2.056,p<0.5),学习自我效能感对学习投入有正向的预测作用(t=2.352*,p<0.5)。结论:学习自我效能感在考试焦虑与学习投入之间存在显著的中介作用。     

数学学习中习得性无助感的影响因素研究

数学学习中习得性无助感与数学成绩、数学学习动机、数学自我效能感、知觉到的教师期望、数学学习策略显著负相关,与数学焦虑显著正相关.数学学习动机、数学焦虑、数学自我效能感对数学学习中习得性无助感构成显著的直接回归效应.数学学习策略、知觉到的教师期望对数学学习中习得性无助感形成间接回归效应.     

大学生公共英语学习心理调查研究

该研究采用问卷法对100名云南师范大学在校大学生进行调查,从公共英语学习焦虑、学习效能感、学习投入动机三个方面分析研究大学生公共英语的学习心理.在校女大学生投入在英语学习上的动机略高于男生,城镇学生投入的英语学习动机略高于农村学生;文科生英语学习效能感和投入的动机都略高于理科生;年级因素相对于性别、专业类型、出生地三因素而言,对英语学习心理存在显著影响,特别是大二学生对于英语学习态度消极,表现为没信心,对于英语学习也不怎么焦虑,投入的学习动机也最低,这一消极现象对大二即将来临的大学英语四、六级考试极为不利.     

Early communication strategies: using video analysis to support teachers working with preverbal pupils

Carolyn Anderson is a speech and language therapist who is currently working as a senior lecturer at the University of Strathclyde. In this article she provides an early account of her ongoing research into communication between teachers and pupils with severe and complex learning disabilities. Video recordings were made of teacher-pupil interactions. The recordings were then analysed in terms of the numbers of turns taken by pupils and teachers; the strategies teachers and pupils used to initiate and respond in interactions; and the numbers of information carrying words teachers used with pupils with different levels of language comprehension. Carolyn Anderson's findings will help teachers who want to develop their own awareness of the role they play in communicating with pupils. This research will also support staff who are trying to encourage pupils with learning difficulties to become more actively involved in interactions and teaching and learning opportunities.     

教学设备开发利用与初中物理教学

教学设备配置先进及高效地利用,是初中物理课堂教学和教研活动顺利进行,提高学生的学习兴趣和学习积极性,提高整体教学水平和教学质量的基本保证。陈旧、性能老化、与新课程标准不同步的教学仪器,使物理实验无法开展,教学效果差。把先进的教学设备与其他教学资源整合利用,不仅能完成课程要求的演示实验、探究性实验,还能增加了一些与物理教学有关的课外小实验,使课堂教学丰富多彩、生动有趣,师生互动积极活跃,学生课后回味无穷,并可取得可喜的物理教学成果。     

Teachers’ sense of efficacy in their work with pupils with learning,emotional and behavioural difficulties

This study investigates primary school teachers’ sense of efficacy in their work with pupils with learning, emotional, and behavioural difficulties (LEBD), both in mainstream inclusive classrooms and in special classrooms for pupils in residential treatment institutions. Using an online questionnaire survey, data were collected on teachers’ self-efficacy, efficacy beliefs on their ability to teach LEBD pupils, and perceived ability to apply knowledge from different socio-pedagogical areas. Mainstream classroom teachers perceived higher efficacy in collaborating with parents of LEBD pupils, in most aspects of their ability to handle pupils’ learning and behavioural problems, and in most aspects of their ability to use knowledge from different socio-pedagogical areas. Conversely, special classroom teachers perceived higher efficacy in aspects related to their pupils’ engagement and comprehension of learning material, and in their classroom management ability, particularly in managing pupils’ disruptive behaviour.     

苏北地区城镇中高年级小学生学习动机与主观幸福感的关系研究——以宿迁市为例

本论文旨在对城镇小学生学习动机与主观幸福感的关系进行调查与研究。通过问卷调查法,对三所学校342名小学生施测学习动机量表和主观幸福感问卷,分析得出:学习动机有显著的年级、性别和群体差异,而主观幸福感有显著的年级差异;家庭满意度是影响学习动机、主观幸福感的第一位因素;学业满意度对学习动机影响尤其显著。     

Pupil participation in planning provision for special educational needs: teacher perspectives

There are legal, moral and practical reasons to involve pupils in planning provision for their special educational needs. We do not yet know how principles are implemented in practice. This study explored the views and experiences of 64 teachers with an interest in special educational needs through an online survey. Participants reported greater pupil involvement in everyday matters, less in conceptual aspects of planning. Effective strategies were based on good teacher-pupil relationships and school-wide systems for sharing pupil views. Participants gave examples of the impact of pupil participation on teacher insight, pupil motivation and material provision. 84 per cent indicated that they would like pupils to be more involved in decisions about their provision than they currently are. Barriers included the nature of children’s difficulties and practitioner attitudes. Listening to children is intrinsic to good teaching, yet pupils also benefit from a more formal role in provision planning.     

Hong Kong Student Teachers' Personal Construction Of Teaching Efficacy

This study employed the repertory grid technique to investigate how a sample of 27 student teachers in Hong Kong developed a personal sense of teaching efficacy. The analysis indicated that the third year students' perceptions were more homogenous than were those of the first year students. The results also indicated that teaching efficacy was viewed in terms of the dimensions of concern for instructional participation and learning needs of pupils, communication and relationships with pupils, academic knowledge and teaching skills, lesson preparation, management of class discipline, teaching success, teaching commitment, and a sense of self-confidence. Experiences of teaching practice, electives, pupils, and teaching practice supervisors (Electives) were the major sources for the development of a sense of teaching efficacy. Implications of how those aspects of teacher training can be more effective in engendering a sense of efficacy in the student teachers are discussed.     

Pupil Performance,Absenteeism and School Drop-out: A Multi-dimensional Analysis

This article assesses whether second-level schools in Ireland, typically covering pupils 12 to 18 years of age, are equally effective in relation to three different outcomes: examination performance, absenteeism and potential drop-out among pupils. The article uses data from a large-scale survey of second-level pupils in 116 schools in Ireland. Analysis is restricted to one cohort: pupils aged 15-16 years who took a nationally standardised examination, the Junior Certificate, in 1994. Multivariate multi-level modelling techniques are used to assess the impact of pupil background and schooling factors on overall examination performance, on absenteeism levels and on intentions to leave school after the exam. Some consistency is found among these different dimensions of school effectiveness: pupil absenteeism and potential drop-out rates are lower in schools which enhance academic progress among pupils. These outcomes are associated with more positive teacher-pupil relations and a more positive academic climate within the school.     

Dimensions of motivation and approaches to learning in British and Hungarian secondary schools

This study compares two contrasting conceptualizations of motivation in relation to approaches to studying. The Hungarian conceptualization involves three domains of school motivation — affective, cognitive, and moral — which have been operationalized through a Likert-type inventory. A British and Swedish conceptualization has identified differing approaches to learning which are associated with contrasting forms of motivation — intrinsic, extrinsic, achievement, and fear of failure. Again these constructs were operationalized in terms of an inventory. Modified parallel versions of these inventories have been given to samples of secondary school pupils in Britain and Hungary. Factor analyses showed almost identical factor structures, in line with the two initial conceptualizations, but with little overlap between them.     

Entrepreneurship education: motivation and effort for pupils with special needs in Norwegian compulsory school*

Pupil enterprises are a widespread type of entrepreneurship education. In this working method, pupils start up, manage and close a business over short period of time. National and international policy documents claim that practical working methods through the use of pupil enterprises are beneficial to increase motivation by being a realistic and cross-curricular approach. This paper investigates whether this is the case for pupils who receive special education. No previous research has focused on the situation for this group of pupils when working with pupil enterprises. The data are collected from a survey with the participation of 1880 pupils in the 10th grade. Our econometric results indicate that participation in pupil enterprises has no particular impact on motivation or effort for pupils receiving special needs education. Even though there are many positive features with pupil enterprises and they offer a practical and realistic way of learning, we do not find evidence to support that pupil enterprises also have a positive effect on the general school motivation and effort. Thus, the political claim of the practical dimension as a solution to increase motivation for learning in school is not supported by our findings.     

The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies

The effects of a constructivist approach on academic achievement, self-concept and learning strategies, and student preference were investigated. The 76 six graders were divided into two groups. The experimental group was taught using the constructivist approach while the control group was taught using the traditional approach. A total of 40 hours over nine weeks was used to implement the experiment. The instruments used were as follows; mathematics tests administered by the teacher, self-concept inventory, learning strategies inventory, and a classroom environment survey. The results are 1) constructivist teaching is more effective than traditional teaching in terms of academic achievement; 2) constructivist teaching is not effective in relation to self-concept and learning strategy, but had some effect upon motivation, anxiety towards learning and self-monitoring; 3) a constructivist environment was preferred to a traditional classroom.