【摘要】 数学作业情绪是判断和衡量学生数学作业心理负担的关键变量，减轻作业负担应从改善数学作业情绪出发。在控制—价值理论视域下运用混合研究对小学高段学生数学作业情绪进行研究发现，学生数学作业情绪整体表现良好，六年级比五年级学生更容易感到焦虑和厌倦。数学作业情绪因果模型表明个人特质和外界环境通过主体认知评估影响数学作业情绪，进而导致学生作业投入的行为差异。不良数学作业情绪主要由作业价值认同缺乏、预期控制感低下和作业失败错误归因导致，因而建议从优化作业设计、作业掌握目标定向和加强社会情感学习予以纾解。更多还原

【Abstract】 Mathematics homework emotions are a key indicator of students′ psychological burden related to math homework, and reducing this burden should start with improving these emotions.Using mixed methods informed by Control-value Theory, this study examines the mathematics homework emotions of upper-elementary students and finds that, overall, these emotions are positive but that sixth graders experience more anxiety and boredom than fifth graders.A causal model of mathematics homework emotions indicates that individual traits and external environment influence homework emotions through cognitive assessment, leading to differences in homework engagement.Negative homework emotions mainly stem from the lack of recognition of the value of homework, the low perceived sense of control, and the wrong attribution of homework failures.To address these issues, the study suggests optimizing homework design, aligning homework with mastery goals, and enhancing social-emotional learning.更多还原