﻿ 高中生数学学习的自我效能感与成就目标定向的实证研究——以淮安市为例 An Empirical Study on Self-Efficacy and Achievement Goal Orientation of Senior High School Students in Mathematics Learning—A Case Study of Huai’an City

Statistics and Application
Vol. 08  No. 06 ( 2019 ), Article ID: 33277 , 8 pages
10.12677/SA.2019.86100

An Empirical Study on Self-Efficacy and Achievement Goal Orientation of Senior High School Students in Mathematics Learning

—A Case Study of Huai’an City

Zhixiang Wang1*, Chuanzhi Bai1, Peipei Zhao2

1School of Mathematics and Statistics, Huaiyin Normal University, Huai’an Jiangsu

2Xinhuai Senior High School, Huai’an Jiangsu

Received: Nov. 14th, 2019; accepted: Nov. 27th, 2019; published: Dec. 4th, 2019

ABSTRACT

In this research, 2nd year students from two senior high schools in Huai’an City are surveyed with questionnaire about their self-efficacy and achievement goal orientation in mathematics learning. Statistical analysis of the data suggests that there is a significant difference in the subjects’ self-efficacy but not in their achievement goal orientation; self-efficacy of boys is superior to that of girls while there is no significant difference between boys and girls in achievement goal orientation; the educational level of the subjects’ parents has no significant effects on their self-efficacy or the achievement goal orientation; self-efficacy is related to achievement goal orientation in mathematics learning.

Keywords:Mathematics Learning, Self-Efficacy, Achievement Goal Orientation, Empirical Study

——以淮安市为例

1淮阴师范学院数学与统计学院，江苏 淮安

2新淮高级中学，江苏 淮安

1. 引言

Dweck的成就目标理论认为，学生所追求的成就目标主要包括两类：掌握目标定向和成绩目标定向，采用不同的成就目标定向会对任务的绩效产生影响 [3]。如果个体以掌握知识作为自己的目标，那么学习过程中体会到的积极情绪也更多，学习效果会更好。而以获得优异成绩为目标的个体，更多的采用外在标准去评价自己的成功，比如取得好的成绩或是获得他人的认同或赞赏等 [4]。

《普通高中数学课程标准(实验)》提出了数学教学中的三维目标：知识与技能；过程与方法；情感、态度、价值观。要求“提高学习数学的兴趣，树立学好数学的信心，形成锲而不舍的钻研精神和科学态度” [5]。其中的情感、态度、价值观属于非智力因素的范畴。非智力因素包括的范围比较广，对高中生而言，自我效能感与成就目标定向是制约学生学业成绩的两种非常重要的非智力因素，必然也是制约学生数学成绩的非常重要的非智力因素。

2. 研究对象与方法

2.1. 量表的编制

2.2. 研究对象

2.3. 数据的预处理

3. 数学学习的自我效能感的实证研究

3.1. 数学学习的自我效能感的比较研究

Table 1. One-sample Kolmogorov-Smirnov test

Table 2. T-test of two independent samples

3.2. 数学学习的自我效能感与家长受教育程度关系的统计分析

Table 3. One-way ANOVA of the relationship between the self-efficacy of mathematics learning and the education level of father

Table 4. One-way ANOVA of the relationship between the self-efficacy of mathematics learning and the education level of mother

4. 数学学习的成就目标定向的实证研究

4.1. 数学学习的成就目标定向的比较研究

Table 5. T-test of two independent samples

4.2. 数学学习的成就目标定向与父母受教育程度关系的统计分析

Table 6. One-way ANOVA of the relationship between the achievement goal orientation of mathematics learning and the education level of father

Table 7. One-way ANOVA of the relationship between the achievement goal orientation of mathematics learning and the education level of mother

5. 性别与数学学习的自我效能感、成就目标定向之间关系研究

5.1. 性别与数学学习的自我效能感之间的关系

Table 8. T-test of two independent samples

Table 9. Group statistics

5.2. 性别与数学学习的成就目标定向之间的关系

Table 10. T-test of two independent samples

6. 自我效能感与成就目标定向关系的实证研究

Table 11. Chi-square tests

7. 结论

An Empirical Study on Self-Efficacy and Achievement Goal Orientation of Senior High School Students in Mathematics Learning—A Case Study of Huai’an City[J]. 统计学与应用, 2019, 08(06): 887-894. https://doi.org/10.12677/SA.2019.86100

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Table A1. A part of the observation data of the self-efficacy questionnaire in mathematics learning

Table A2. A part of the observation data of the achievement goal orientation questionnaire in mathematics learning

NOTES

*通讯作者。