【作者】 洪伟； 甄瑞； 蒋舒阳； 金芳凯； 刘儒德；

【Author】 HONG Wei;LIU Ru-De;ZHEN Rui;JIANG Shu-Yang;JIN Fang-Kai;Faculty of Psychology, Beijing Normal University;

【机构】 北京师范大学心理学部；

【摘要】 本研究旨在探讨小学生成就目标定向与数学学习投入的关系,以及学业拖延与数学焦虑在两者关系中的多重中介作用。本研究选取北京市某小学708名高年级学生为被试,并采用成就目标定向问卷、拖延量表、数学焦虑量表和数学学习投入量表对学生进行调查。通过结构方程模型检验学业拖延和数学焦虑的多重中介作用,结果发现:(1)掌握定向对数学学习投有直接的正向预测作用;学业拖延和数学焦虑在两者关系中的中介效应均显著,且分别占总效应的17.2%和5.2%;掌握定向能够通过学业拖延,经数学焦虑的多重中介作用来预测数学学习投入,且占总效应的7.1%。(2)表现-接近定向对数学学习投入有直接的正向预测作用;学业拖延在两者关系中的中介效应显著,且占总效应19.2%,但数学焦虑的中介效应不显著;表现-接近定向能够通过学业拖延,经数学焦虑的多重中介作用来预测数学学习投入,且占总效应的8.5%。(3)表现-回避定向对数学学习投入的预测作用不显著;学业拖延和数学焦虑在两者关系中均有显著的中介效应,且分别占总效应的40.6%和35.8%;表现-回避定向也能够通过学业拖延,经数学焦虑的多重中介作用来预测数学学习投入,且占总效应的16.6%。总之,掌握定向、表现-接近定向和表现-回避定向不仅能够直接影响小学生数学学习投入,还能够通过学业拖延和数学焦虑的多重中介作用来间接影响小学生数学学习投入。更多还原

【Abstract】 The purpose of this study is to explore the relationship between achievement goal orientations and mathematics engagement, as well as the multiple mediating effects of academic procrastination and mathematics anxiety. A sample of 708 upper grade pupils from a primary school in Beijing were recruited to complete the Achievement Goal Orientation Scale, Academic Procrastination Scale, Mathematics Anxiety Scale and Mathematics Engagement Scale. We used structural equation modeling to examine the mediating effects of academic procrastination and mathematics anxiety between achievement goal orientations and mathematics engagement. The results showed:(1) Mastery goal orientations could predict mathematics engagement of positively. The mediating effects of academic procrastination and mathematics anxiety were significant, accounting for 17.2% and 5.2% of the total effects separately. Moreover, the multiple mediating effects of them were also significant, accounting for 7.1% of the total effects.(2) Performance-approach orientations also could predict mathematics engagement positively. The mediating effect of academic procrastination was significant, accounting for 19.2% of the total effects. While the role of mathematics anxiety was not significant. Besides, the multiple mediating effects of academic procrastination and mathematics anxiety were significant, accounting for 8.5% of the total effects.(3) As for the relationship between performance-avoidance orientations and mathematics engagement, the direct predictive effect was not significant. The mediating effects of academic procrastination and mathematics anxiety were significant, accounting for 40.6% and 35.8% of the total effects separately. In addition, the multiple mediating effects of them were also significant, accounting for 16.6% of the total effects. In summary, mastery goal orientations, performance-approach orientations and performance-avoidance orientations not only have a direct impact on mathematics engagement, but also affect mathematics engagement indirectly through academic procrastination and mathematics anxiety.更多还原