师生关系及数学自我效能感对数学素养的影响:中介效应分析
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- 英文论文题名：The Impact of Teacher-Student Relations and Mathematics Self-Efficacy on Mathematical Literacy:Analysis of Mediating Effect
- 论文作者：原露 ; 陈启山
- 英文论文作者：Yuan Lu ; Chen Qishan ; School of Psychology ; South China Normal University
- 年：2015
- 作者机构：华南师范大学心理学院;
- 论文关键词：师生关系 ; 数学自我效能感 ; 数学素养 ; 中介效应 ; PISA
- 英文论文关键词：Teacher Student Relations ; Mathematics Self-Efficacy ; Mathematical Literacy ; Mediating Effect ; PISA
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：G447
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：2
- 文件大小：786k
- 原文格式：D
- 会议级别：全国
摘要
本研究的目的是使用国际学生评估项目(Programme for International Student Assessment,PISA)的数据,探讨师生关系(Teacher Student Relations)与数学自我效能感(Mathematics Self‐Efficacy)对数学素养(Mathematical Literacy)的影响及其作用机制。数学素养是指学生在多种情境下能够使用公式表达、应用和理解数学事件的能力;师生关系是指学生感知到的教师与学生之间的关系;数学自我效能感是指学生对能否利用所拥有的技能或能力去解决数学问题的自信程度的评价。以往的研究多单独讨论师生关系和数学素养、师生关系和自我效能感以及数学自我效能感与数学素养两两之间的联系,很少有研究将三者结合起来研究。本研究就假设师生关系是通过数学自我效能感的中介作用对学生数学素养产生影响的。使用PISA2012中国上海地区1719名15周岁在校学生的测试数据,采用SPSS19.0控制无关变量,进行数据分析。结果发现:(1)师生关系与数学自我效能感(r=0.298,p<0.01)、数学自我效能感与数学素养(r=0.607,p<0.01)、师生关系与数学素养(r=0.177,p<0.01)均呈显著的正相关;(2)数学自我效能感在师生关系对数学素养的预测中起到完全中介作用(a=0.250,p<0.001;b=0.514,p<0.001;c=0.126,p<0.001;c’=‐0.011,p=0.587)。换言之,师生关系如何以及数学自我效能感的高低均能影响学生的数学素养,需要留意的是,师生关系对数学素养的影响是通过学生的数学自我效能感间接影响的。基于以上研究发现,我们建议:在教学实施过程中,教师应与学生建立良好的关系,并让学生在数学学习的过程中体验成功、树立信心,以形成良好的数学自我效能感,并进一步提升其数学素养。
The objective of this research is to the data of Programme for International Student Assessment(PISA) to discuss the impact of teacher-student relations and mathematics self-efficacy on mathematical literacy and its action mechanism. The mathematical literacy refers to the students' ability to use formulas to express, apply and understand mathematical events under various circumstances; the teacher-student relations refer to the relations between teacher and student perceived by the student under various circumstances; the mathematics self-efficacy refers to evaluation of the students' confidence in using their skills or ability to solve the mathematical problems. The past researches tend to separately discuss the relations between the teacher-student relations and mathematical literacy, the teacher-student relations and mathematics self-efficacy and the mathematics self-efficacy and mathematical literacy, while few combined the three aspects. This study assumes that the teacher-student relations generate impact on the mathematical literacy through the mediating effect of mathematics self-efficacy. The test data of 1719 fifteen-year-old students in Shanghai, China from PISA2012 is used, and SPSS19.0 is used to control the irrelevant variables and conduct data analysis. The results show that:(1) The relations between the teacher-student relations and mathematics self-efficacy(r=0.298, p<0.01), the mathematics self-efficacy and mathematical literacy(r=0.177, p<0.01) and the teacher-student relations and mathematical literacy(r=0.607, p<0.01) all present significant positive correlation;(2) The mathematics self-efficacy plays a complete mediating role when the teacher-student relations are used to predict the mathematical literacy(a=0.250, p<0.001; b=0.514, p<0.001; c=0.126, p<0.001; c'=-0.011, p=0.587). In other words, the quality of teacher-student relations and the performance of mathematics self-efficacy can both affect the students' mathematical literacy. It's worth noting that the teacher-student relations indirectly affect the students' mathematical literacy through the students' mathematics self-efficacy. Based on the above research findings, we suggest that the teacher should build great relations during the teaching practice and make efforts to let the students experience success and build confidence during the process of learning mathematics, in this way, they can form great mathematics self-efficacy, and their mathematical literacy can be further improved.
The objective of this research is to the data of Programme for International Student Assessment(PISA) to discuss the impact of teacher-student relations and mathematics self-efficacy on mathematical literacy and its action mechanism. The mathematical literacy refers to the students' ability to use formulas to express, apply and understand mathematical events under various circumstances; the teacher-student relations refer to the relations between teacher and student perceived by the student under various circumstances; the mathematics self-efficacy refers to evaluation of the students' confidence in using their skills or ability to solve the mathematical problems. The past researches tend to separately discuss the relations between the teacher-student relations and mathematical literacy, the teacher-student relations and mathematics self-efficacy and the mathematics self-efficacy and mathematical literacy, while few combined the three aspects. This study assumes that the teacher-student relations generate impact on the mathematical literacy through the mediating effect of mathematics self-efficacy. The test data of 1719 fifteen-year-old students in Shanghai, China from PISA2012 is used, and SPSS19.0 is used to control the irrelevant variables and conduct data analysis. The results show that:(1) The relations between the teacher-student relations and mathematics self-efficacy(r=0.298, p<0.01), the mathematics self-efficacy and mathematical literacy(r=0.177, p<0.01) and the teacher-student relations and mathematical literacy(r=0.607, p<0.01) all present significant positive correlation;(2) The mathematics self-efficacy plays a complete mediating role when the teacher-student relations are used to predict the mathematical literacy(a=0.250, p<0.001; b=0.514, p<0.001; c=0.126, p<0.001; c'=-0.011, p=0.587). In other words, the quality of teacher-student relations and the performance of mathematics self-efficacy can both affect the students' mathematical literacy. It's worth noting that the teacher-student relations indirectly affect the students' mathematical literacy through the students' mathematics self-efficacy. Based on the above research findings, we suggest that the teacher should build great relations during the teaching practice and make efforts to let the students experience success and build confidence during the process of learning mathematics, in this way, they can form great mathematics self-efficacy, and their mathematical literacy can be further improved.
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