摘要
学业情绪和数学成就是数学学习中重要的情感和认知因素,诸多研究探讨了二者间的内在联系,但结果存在较大差异.运用元分析技术对二者关系进行探讨,并使用随机效应模型分析筛选后的28项研究(69个独立样本,61538个参与者).结果显示,激活积极(AP)情绪与数学成就呈显著正相关,激活消极(AN)、失活消极(DN)情绪与数学成就呈显著负相关,且二者关系受文化背景、教学活动以及学段的调节.因此,教学中要注重不同学习环境下学业情绪与数学成就的联系,合理调节学业情绪,提高数学成就水平,正向引导成就价值.
Both academic emotions and mathematical achievement are important emotional and cognitive factors of the mathematics learning process,and numerous studies have explored the intrinsic relationship between the two,but the results are quite different.The study explored the relationship using meta-analytic techniques and random effects models were used to analyze 28 screened studies(69 independent samples,61538 participants).The results showed that activating positive(AP)emotions were significantly positively related to mathematics achievement,and activating-negative(AN)and deactivating-negative(DN)emotions were significantly negatively related to mathematics achievement,and the relationship between the two was moderated by cultural background,instructional activities,and learning stage.Therefore,teaching should focus on the connection between academic emotions and mathematics achievement in different learning environments,reasonably adjust academic emotions,improve mathematics achievement levels,and positively guide achievement values.
作者
王碧茹
吴仁芳
WANG Bi-ru;WU Ren-fang(Department of Mathematics and Statistics,Hunan Normal University,Hunan Changsha 410081,China)
出处
《数学教育学报》
CSSCI
北大核心
2023年第6期88-97,共10页
Journal of Mathematics Education
基金
湖南省教育厅教改项目——“五位一体”深度研课式数学教育实习的实践研究(HNJG-2021-0401)
湖南省自然科学基金面上项目——图中单调性拓扑指数极值问题的研究(0531120-4098)
关键词
情绪
学业情绪
数学成就
元分析
emotion
academic emotions
mathematics achievement
meta-analysis
作者简介
王碧茹(1999—),女,江苏泗阳人,硕士生,主要从事数学心理研究;通讯作者:吴仁芳.
