【作者】 周琳；

【导师】 蒋艳菊；

【作者基本信息】 河南大学 ， 发展与教育心理学， 2008， 硕士

【摘要】 初中阶段,是个体自我发展的关键时期,而数学又是必修的重要科目。因此,选择了数学焦虑和数学学业自我概念来考察它们与数学成绩的关系以及对数学成绩的影响。前人研究表明,数学焦虑、数学学业自我概念以及数学成绩关系密切。数学焦虑对数学成绩有着严重影响,焦虑程度越高,数学成绩越低。然而,很多研究未深入研究数学学业自我概念在数学焦虑与数学成绩关系中所起到的中介作用。综合前人的研究,我们从三个方面进行研究:初中生数学焦虑、数学自我概念的总体现状及发展特点;数学焦虑、数学学业自我概念和数学成绩的关系;数学焦虑、数学学业自我概念对数学成绩的影响。本研究采用自己修订的《数学焦虑等级量表》,以河南省某中学448名初中生同学为正式施测的被试,对初中生数学焦虑、数学学业自我概念及其对数学成绩的影响进行研究,研究结果如下:1.初中生的数学焦虑年级差异显著,初中生的数学学业自我概念性别差异显著。2.数学焦虑高、中、低水平组的被试,其中任意两组的数学成绩差异显著;数学学业自我概念高、中、低水平组的被试,其中任意两组的数学成绩差异显著。3.初中生数学焦虑与数学成绩呈显著负相关;初中生数学学业自我概念与数学成绩呈显著正相关;初中生数学焦虑与数学学业自我概念呈显著负相关。4.数学焦虑对数学成绩具有显著的预测作用。5.数学学业自我概念对数学成绩具有显著的预测作用。6.数学学业自我概念在数学焦虑与数学成绩之间起中介作用。更多还原

【Abstract】 The period of junior middle school is a key period in which an individual self- concept grows from juvenility to maturity. Mathematics is an important and compulsory course too. So we choose mathematics anxiety, mathematics academic self-concept, these two factors to research the relationship between mathematics anxiety, mathematics academic self-concept and mathematics performance, and the effects of mathematics anxiety and mathematics academic self-concept on mathematics performance.The past researching results indicate that the relationship between mathematics anxiety, mathematics academic self-concept and mathematics performance in research literature was very close. The influence of mathematics anxiety on mathematics perfor- mance is very serious. The students with a higher level of mathematics anxiety perform at a lower level of mathematics performance.However, the literature lacks research about mathematics academic self-concept’s mediation in the relationship of mathe- matics anxiety, mathematics academic self-concept and mathematics. on the basis of previous researches,we mainly research the following three aspects:mathematics anxiety, mathematics academic self-concept’s situation and developing characteristics;the relationships between mathematics anxiety, mathematics self-concept and mathematics performance;the graph of the three factors interaction.The paper use the revised the Mathematics Anxiety Rating Scale (MARS),and use 448 middle school students as subjects in Henan province.We mainly investigate mathematics anxiety, mathematics academic self-concept and the effect on mathematics performance. The results are as followings:First, In junior middle school students mathematics anxiety, there exist significant difference between grades; in junior middle school students mathematics academic self-concept, there exist significant difference of the male and female participants. Secondly, among high middle and low mathematics anxiety level’s subjects, Mathematics performance exits significant difference in any two groups; among high middle and low mathematics academic self-concept level’s subjects, mathematics performance exits significant difference in any two groups.Thirdly, there exits a significant negative linear connection between the mathe- matics anxiety and mathematics performance; there exits a significant positive linear connection between the mathematics academic self-concept and mathematics perfor- mance; there exits a significant negative linear connection between the mathematics anxiety and mathematics self-concept .Fourthly, mathematics anxiety has significant predict effect on mathematics performance.Fifthly, mathematics academic self-concept has significant predict effect on mathematics performance.Sixly, mathematics academic self-concept plays mediate role between mathematics anxiety and mathematics performance.更多还原