小学儿童数学态度与数学成就的纵向联系：学业拖延和数学元认知的作用

doi:10.16187/j.cnki.issn1001-4918.2022.04.08

摘要/Abstract

摘要： 为深入探讨小学儿童的数学态度、学业拖延、数学元认知与数学成就之间的纵向联系及内在作用机制,对515名三、五年级小学生进行为期半年的追踪研究。结果表明:(1)学业拖延在儿童的数学态度与数学成就之间发挥着即时和纵向中介作用;(2)不同水平数学元认知个体在纵向中介模型中“数学态度→数学成就”这一路径上存在差异。这意味着较积极的数学态度有利于减少小学儿童的学业拖延行为,进而提高其数学成就,而高数学元认知则能够监控和调节个体的数学态度,使其发挥积极作用,从而提高数学成就。该发现为有效促进儿童的数学学习提供了重要实践启示。

关键词: 数学态度, 学业拖延, 数学元认知, 数学成就, 小学儿童

Abstract: In order to further explore the longitudinal associations and the internal mechanism between the primary school children's attitudes towards mathematics, academic procrastination, mathematical metacognition and mathematical achievement, a half-year longitudinal study was conducted on 515 primary school children in grades 3 and 5. Results showed that:(1) T1 and T2 academic procrastination mediated the relationship between children's attitudes towards mathematics and mathematical achievement across time; (2) Different levels of mathematical metacognition had significant differences in the path of "attitudes towards mathematics→mathematical achievement" of the longitudinal mediation model. This means that more positive attitudes towards mathematics can reduce children's academic procrastination, thereby improving their mathematical achievements, and high mathematical metacognition can monitor and moderate children's attitudes towards mathematics to make them play a positive role, thereby improving mathematical achievement. These findings are of great significance for effectively promoting children's mathematics learning.

Key words: attitudes towards mathematics, academic procrastination, mathematical metacognition, mathematical achievement, primary school children

中图分类号:

G442

薛笑然, 黄碧娟, 李红霞, 赵晓萌, 司继伟. 小学儿童数学态度与数学成就的纵向联系：学业拖延和数学元认知的作用[J]. 心理发展与教育, 2022, 38(4): 520-529.

XUE Xiaoran, HUANG Bijuan, LI Hongxia, ZHAO Xiaomeng, SI Jiwei. Longitudinal Associations between Attitudes towards Mathematics and Mathematical Achievement in Primary School Children: The Roles of Academic Procrastination and Mathematical Metacognition[J]. Psychological Development and Education, 2022, 38(4): 520-529.

参考文献

Akanksha, S., & Santha, K. (2017). The role of parental math anxiety and math attitude in their children's math achievement. International Journal of Science and Mathematics Education, 15(2), 331-347.
Akin, A., & Kurbanoglu, I. N. (2011). The relationships between math anxiety, math attitudes, and self-efficacy:A structural equation model. Studia Psychologica, 53(3), 263-273.
Akpur, U. (2017). Predictive and explanatory relationship model between procrastination, motivation, anxiety and academic achievement. Eurasian Journal of Educational Research, 17(69), 221-240.
Alireza, B., Hamideh, R., & Kazem, B. B. (2016). Investigatingrelation between academic procrastination and math performance of students in first year of high school. Journal of Educational and Management Studies, 6(3), 62-67.
Arslan, H., Canh, M., & Sabo, H. M. (2012). A research of the effect of attitude, achievement, and gender on mathematic education. Acta Didactica Napocensia, 5(1), 45-52.
Ashcraft, M. H., & Ridley, K. S. (2005). Math anxiety and its cognition consequences:A tutorial review. In Campbell, J. I. D.(Ed.), Handbook of mathematical cognition (pp. 315-327). New York:Psychology Press.
Batool, S. S. (2019). Academic achievement:Interplay of positive parenting, self-esteem, and academic procrastination. Australian Journal of Psychology, 72(2), 174-187.
Bozan, K., & Mooney, D. (2020). Older adults empowerment through training and support and its implication on proactive self-monitoring, patient engagement, and connected health. In Wickramasinghe, N. & Bodendorf, F. (Eds.), Delivering Superior Health and Wellness Management with IoT and Analytics (pp.511-534). Springer, Cham.
Daches Cohen, L., & Rubinsten, O. (2017). Mothers, intrinsic math motivation, arithmetic skills, and math anxiety in elementary school.Frontiers in Psychology, 8, e1939.https://doi.org/10.3389/fpsyg. 2017.01939
Dawkins, P. (2019). Common math errors. Paul's Online Note. https://tutorial.math.lamar.edu/terms.aspx
Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence:A meta-analysis.Educational Psychology Review, 28(3), 425-474.
Desoete, A. (2008). Multi-method assessment of metacognitive skills in elementary school children:How you test is what you get. Metacognition and Learning, 3(3), 189-206.
Dettmers, S., Trautwein, U., Lüdtke, O., Kunter M., & Baumert, J. (2010). Homework works if homework quality is high:Using multilevel modeling to predict the development of achievement in mathematics. Journal of Educational Psychology, 102(2), 467-482.
Ellis, J. A. (1977). Transfer failure and proactive interference in short-term memory.Journal of Experimental Psychology:Human Learning and Memory, 3(2), 211-221.
Eniolorunda,T., & Adesokan, A. (2015). Emotional intelligence, academic procrastination and academic achievement in two tertiary institutions in south-western Nigeria. Gender and Behaviour, 13(1), 6482-6487.
Farooq, M. S., & Shah, S. Z. U. (2008). Students' attitude towards mathematics. Pakistan Economic and Social Review, 46(1), 75-83.
Fernie, B. A., Kopar, U. Y., Fisher, P. L., & Spada, M. M. (2018). Further development and testing of the metacognitive model of procrastination:Self-reported academic performance.Journal of Affective Disorders, 240, 1-5.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In Resnick, L. B. (Ed.), The Nature of Intelligence(pp. 231-235). Hillsdale, NJ:Erlbaum.
Goroshit, M. (2018). Academic procrastination and academic performance:An initial basis for intervention.Journal of Prevention & Intervention in the Community, 46(2), 131-142.
He, H. H. (2007).Adolescents' perception of parental and peer mathematics anxiety and attitude toward mathematics:A comparative study of European-American and Mainland-Chinese students (Unpublished PhD dissertation). Washington State University. Retrieved January 5, 2014, from http://www.dissertations.wsu.edu/Dissertations/Spring 2007/h_he_042407.pdf
Holton, D., & Clarke, D. (2015). Scaffolding and metacognition.International Journal of Math Education Science Technology, 37(2), 127-143.
Jaafar, W. M. W., & Ayub, A. F. M. (2010). Mathematics self-efficacy and metacognition among university students. Procedia-Social Behavioral Science, 8, 519-524.
Jameson, M. M. (2013). Contextual factors related to math anxiety in second-grade children.The Journal of Experimental Education, 82(4), 518-536.
Jansen, B. R. J., Louwerse, J., Straatemeier, M., Van der Ven, S. H. G., Klinkenberg, S., & Van der Maas, H. L. J. (2013). The influence of experiencing success in math on math anxiety, perceived math competence, and math performance. Learning and Individual Differences, 24, 190-197.
Job, V., Walton, G. M., Bernecker, K., & Dweck, C. S. (2015). Implicit theories about willpower predict self-regulation and grades in everyday life. Journal of Personality and Social Psychology, 108(4), 637-647.
Karjanto, N. (2017). Attitude toward mathematics among the students at Nazarbayev University Foundation year programme. International Journal of Mathematical Education in Science and Technology, 48(6), 849-863.
Kazuhiro, O., & Tetsuya, H. (2018). Beyond intelligence:A meta-analytic review of the relationship among metacognition, intelligence, and academic performance. Metacognition and Learning, 13, 179-212.
Kleitman, S., & Gibson, J. (2011). Metacognitive beliefs, self-confidence and primary learning environment of sixth grade students.Learning and Individual Differences, 21(6), 728-735.
Lay, C. H. (1986). At last, my research article on procrastination. Journal of Research in Personality, 20(4), 474-495.
Lee, J., & Shute, V. J. (2010). Personal and social-contextual factors in k-12 academic performance:An integrative perspective on student learning. Educational Psychologist, 45(3), 185-202.
Lin, S. H., & Huang, Y. C. (2014). Development and application of a Chinese version of the short attitudes toward mathematics inventory. International Journal of Science and Mathematics Education, 14(1), 193-216.
Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics:A meta-analysis. Journal for Research in Mathematics Education, 28(1), 26-47.
Malanchini, M., Rimfeld, K., Wang, Z., Petrill, S. A., & Kovas, Y. (2020). Genetic factors underlie the association between anxiety, attitudes and performance in mathematics.Translational Psychiatry, 10(1), 12.https://doi.org/10.1038/s41398-020-0711-3
Mazzocco, M. M. M., Hanich, L. B., & Noeder, M. M. (2012). Primary school age students' spontaneous comments about math reveal emerging dispositions linked to later mathematics achievement. Child Development Research, 2012, e170310.https://doi.org/10.1155/2012/170310
Mohamed, L., & Waheed, H. (2011). Secondary students' attitude towards mathematics in a selected school of Maldives.International Journal of Humanities and Social Science, 1(15), 277-281.
Nunez, R. E. (2008). Mathematics, the ultimate challenge to embodiment:Truth and the grounding of axiomatic systems. In P., Calvo & A., Gomila (Eds.). Handbook of cognitive science:An embodied approach (pp. 333-353). Amsterdam:Elsevier.
Ostrom, T. M., & Brock, T. C. (2014). Cognitive responses in persuasion. New York, NY:Psychology Press.
Owo, W. J., & Ikwut, E. F. (2015). Relationship between metacognition, attitude and academic achievement of secondary school chemistry students in Port Harcourt, Rivers State. IOSR Journal of Research & Method in Education, 5(6), 6-12.
Özcan, Z. C., & Eren, G. A. (2019). A modeling study to explain mathematical problem-solving performance through metacognition, self-efficacy, motivation, and anxiety.Australian Journal of Education, 63(1), 116-134.
Panaoura, A., & Philippou, G. (2007). The developmental change of young pupils' metacognitive ability in mathematics in relation to their cognitive abilities. Cognitive Development, 22(2), 149-164.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions:A theoretical model and prospective test.Journal of Educational Psychology, 98(3), 583-597.
Petty, R. E. (2013). Two routes to persuasion:State of the art. International Perspectives on Psychological Science. 2, 229-247.
Philip, J. G., Hong, K. S., Liau, T. L., Usop, H., & Ting, L. N. (2010). The influence of adolescents, parents, and peers' attitudes towards mathematics on adolescents' mathematics achievement. In K.S., Hong, L. Law, T.L., Liau, A. O. Abang Ekhsan & U. Hassbee (Eds.), Affective factors impacting mathematics teaching and learning (pp. 1-20). Sarawak, Malaysia:Profes.
Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P.(2003). Common method biases in behavioral research:A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903.
Sahin, S. M., & Kendir, F. (2013). The effect of using metacognitive strategies for solving geometry problems on students achievement and attitude.Educational Research & Reviews, 8, 1777-1792.
Schraw, G., & Graham, T. (1997). Helping gifted students develop metacognitive awareness. Roeper Review, 20, 4-8.
Shanna, E., & Evan, H. (2015). Metacognition and confidence:Comparing math to other academic subjects. Frontiers in Psychology, 6, 742.https://doi.org/10.3389/fpsyg.2015.00742
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination:Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 504-510.
Tapia, M., & Marsh II, G. E. (2004). Students' attitude toward mathematics:The use of factor analysis in determining the criteria. Procedia-Social and Behavioral Sciences, 2010(8), 476-481.
Veenman, M. V. J. (2011). Alternative assessment of strategy use with self-report instruments:A discussion. Metacognition and Learning, 6(2), 205-211.
Wikins, J. L. M., & Ma, X. (2003). Modeling change in student attitude toward and beliefs about mathematics. The Journal of Educational Research, 97(1), 52-63.
Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective.Journal of Educational Psychology, 95(1), 179-187.
Wonjoon H., Matthew L. B., & Harsha N. P. (2020). A latent profile analysis of undergraduates' achievement motivations and metacognitive behaviors, and their relations to achievement in science. Journal of Educational Psychology, 112(7), 1409-1430.
Zepeda, C. D., Richey, J. E., Ronevich, P., & Nokes-Malach, T. J. (2015). Direct instruction of metacognition benefits adolescent science learning, transfer, and motivation:An in vivo study.Journal of Educational Psychology, 107(4), 954-970.
Zhang, S., & Feng, T. (2019). Modeling procrastination:Asymmetric decisions to act between the present and the future. Journal of Experimental Psychology:General, 149(2), 311-322.
Zimmerman, B. J. (1989). A socia1 cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation:Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 299-315). New York:Routledge.
邓小平, 罗秀文, 邬雨臻. (2016). 父母卷入在家庭社会经济地位与数学成就间的中介作用:元分析结构方程模型. 心理科学进展, 24(12), 1844-1853.
丁雪辰, 施霄霞, 刘俊升. (2012). 学业成绩与内化行为问题的预测关系:一年的追踪研究.中国临床心理学杂志, 20(5), 697-701.
郝嘉佳, 齐琳, 陈英和. (2011). 小学六年级数学困难儿童的元认知特点及其在应用题解决中的表现.中国特殊教育, (2), 52-57.
李蒙蒙. (2013). 小学生学业拖延的现状与原因的研究 (硕士学位论文). 辽宁师范大学, 大连.
林琳, 白新文. (2014). 基于计划行为理论的大学生学业拖延行为研究.中国临床心理学杂志, 22(5), 855-863.
马雪玉, 张亚利. (2016). 小学生学业拖延及其与父母教养方式的关系调查.教育测量与评价(理论版), (3), 38-43.
商秀英, 曲可佳. (2019). 高年级小学生学习态度与学业拖延的关系——学业情绪的中介作用.中小学心理健康教育, (17), 8-12.
申继亮, 陈英和. (2014). 中国教育心理测评手册. 北京:高等教育出版社.
师保国, 申继亮. (2007). 家庭社会经济地位、智力和内部动机与创造性的关系. 心理发展与教育, 23(1), 30-34.
汪玲, 方平, 郭德俊. (1999). 元认知的性质、结构与评定方法. 心理科学进展, 7(1), 6-11.
熊红星, 张璟, 叶宝娟, 郑雪, 孙配贞. (2012). 共同方法变异的影响及其统计控制途径的模型分析.心理科学进展, 20(5), 757-769.
胥兴春, 王彩霞. (2011). 初中生学业拖延的特征及其与学业成绩的关系研究. 教育科学, 27(2), 20-23.
张婕, 黄碧娟, 司继伟, 官冬晓. (2018). 乡镇小学生的数学焦虑与数学成绩:数学自我效能感和数学元认知的链式中介作用.心理发展与教育, 34(4), 453-460.
郑治国, 刘建平, 董圣鸿. (2018). 小学高年级学生父母教养方式与学业拖延的关系:时间管理倾向的中介作用.心理与行为研究, 16(6), 786-792.
中华人民共和国教育部. (2011). 义务教育数学课程标准. 北京:北京师范大学出版社.
周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法.心理科学进展, 12(6), 942-950.
周双珠, 韩瑽瑽, 陈英和. (2014). 数学焦虑影响数学学业成就的作用机制——数学元认知的中介作用.数学教育学报, 23(5), 1835-1849.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	岳鹏飞, 张嘉鑫, 白学军. 生活事件与中学生学业拖延:一个有调节的中介模型[J]. 心理发展与教育, 2023, 39(2): 228-235.
[2]	赵晓萌, 张傲雪, 张明亮, 李红霞, 司继伟. 父母教育卷入与小学儿童数学焦虑的纵向联系:数学态度的中介作用[J]. 心理发展与教育, 2021, 37(5): 683-690.
[3]	王振宏, 彭源, 赵一萌. 父母婚姻质量与儿童内化问题:父母情绪表达的中介作用与儿童迷走神经活动的调节作用[J]. 心理发展与教育, 2020, 36(1): 121-128.
[4]	李红霞, 张佳佳, 赵霞, 司继伟, 黄碧娟. 大学生认识论信念、自我调节学习与学业拖延的联系:有调节的中介模型[J]. 心理发展与教育, 2019, 35(5): 557-565.
[5]	刘伟方, 张佳佳, 胡冬梅, 张明亮, 司继伟. 元认知监测与算术知识制约小学儿童心算策略运用能力的发展:一年纵向考察[J]. 心理发展与教育, 2019, 35(4): 439-446.
[6]	张婕, 黄碧娟, 司继伟, 官冬晓. 乡镇小学生的数学焦虑与数学成绩:数学自我效能感和数学元认知的链式中介作用[J]. 心理发展与教育, 2018, 34(4): 453-460.
[7]	洪伟, 刘儒德, 甄瑞, 蒋舒阳, 金芳凯. 成就目标定向与小学生数学学习投入的关系:学业拖延和数学焦虑的中介作用[J]. 心理发展与教育, 2018, 34(2): 191-199.
[8]	郝嘉佳, 陈英和. 小学儿童分享的发展及反馈信息的促进效应[J]. 心理发展与教育, 2015, 31(6): 641-647.
[9]	谷传华, 张笑容, 陈洁, 郝恩河, 王亚丽. 状态与特质之分：来自社会创造性的证据[J]. 心理发展与教育, 2013, 29(5): 483-490.
[10]	陈陈, 燕婷, 林崇德. 大学生完美主义、自尊与学业拖延的关系[J]. 心理发展与教育, 2013, 29(4): 368-377.
[11]	李庆功, 周小梅, 徐芬. 好友可信度与9~12岁儿童信任的关系及其发展[J]. 心理发展与教育, 2013, 29(3): 232-237.
[12]	王昱文, 王振宏, 刘建君. 小学儿童自我意识情绪理解发展及其与亲社会行为、同伴接纳的关系[J]. 心理发展与教育, 2011, 27(1): 65-70.
[13]	陈庆飞, 雷怡, 李红. 颜色、形状和大小相似性与变化性对儿童归纳推理的影响[J]. 心理发展与教育, 2011, 27(1): 17-24.
[14]	陈庆飞, 雷怡, 李红. 前提项目间差异对儿童归纳推理多样性效应的影响[J]. 心理发展与教育, 2010, 26(5): 457-464.
[15]	李燕芳, 王莹, 郑渝萍, 董奇. 小学儿童英语课堂学习焦虑发展及其与教师教育行为的关系[J]. 心理发展与教育, 2010, 26(1): 42-47.