Does constructing multiple solutions for real-world problems affect self-efficacy?
Does constructing multiple solutions for real-world problems affect self-efficacy?
复制标题
为现实世界的问题构建多种解决方案会影响自我效能吗？
DOI：
10.1007/s10649-018-9847-y
复制
发表时间：
2018
影响因子：
3.2
通讯作者：
Rakoczy
中科院分区：
文献类型：
--
作者：
Schukajlow;Achmetli;Rakoczy
对于一个给定的问题的多个解决方案的发展是重要的学习数学。在本干预研究中，我们分析了是否促使学生构建多个解决方案（更准确地说：促使他们应用多种数学程序的现实世界的问题）和先前的自我效能感直接影响学生的自我效能感，以及通过感知能力间接。学生自我效能感（N= 304）在四节课教学单元之前和之后被测量，并且学生在单元期间被测量感知能力。路径模型的结果表明，虽然提示多个解决方案并不影响自我效能感，但教学方法对自我效能感有间接的影响，被要求开发多个解决方案的学生比被要求提供一个解决方案的学生感知到更高的能力和更高的自我效能感。这些间接效应对低自我效能感的学生显著，对高自我效能感的学生不显著，表明了自我效能感的调节作用。这一发现表明，学生与不利的学习先决条件，如低自我效能可能会受益于教学方法，要求他们构建多个解决方案。此外，低自我效能感的学生报告能力较低的课程，无论他们是否被要求制定一个或多个解决方案，他们还报告自我效能感较低，在后测之前的自我效能被控制。因此，我们的研究结果表明，不利的学生先前的自我效能感低，在学习过程中的自我效能感的进一步发展可能会平衡，教学生构建多个解决方案。
The development of multiple solutions for a given problem is important for learning mathematics. In the present intervention study, we analyzed whether prompting students to construct multiple solutions (more precisely: prompting them to apply multiple mathematical procedures to real-world problems) and prior self-efficacy influenced students’ self-efficacy directly as well as indirectly via perceived competence. Students’ self-efficacy (N= 304) was measured before and after a 4-lesson teaching unit, and students’ perceived competence was measured during the unit. Results of the path model showed that although prompting multiple solutions did not positively affect self-efficacy, indirect effects of teaching method on self-efficacy were found. Students who were asked to develop multiple solutions perceived higher competence and reported higher self-efficacy than students who were required to provide one solution. These indirect effects were significant for students with low prior self-efficacy and nonsignificant for students with high prior self-efficacy, indicating the moderating effect of prior self-efficacy. This finding indicates that students with unfavorable learning prerequisites such as low self-efficacy might benefit from teaching methods that require them to construct multiple solutions. Further, students with low prior self-efficacy reported lower competence during the lessons regardless of whether they were asked to develop one or multiple solutions; they also reported lower self-efficacy at posttest prior self-efficacy was controlled for. Our findings therefore indicate that disadvantages for students with low prior self-efficacy for the further development of self-efficacy during learning might be balanced by teaching students to construct multiple solutions.
登录
查看更多内容
数学自我效能感的来源：一项验证研究
影响因子：
10.3
作者：
E. Usher;Frank Pajares
通讯作者：
Frank Pajares
留级的长期积极影响：对自信、焦虑、社会关系、学校成绩和考试成绩的六年纵向研究
影响因子：
4.9
作者：
H. Marsh;R. Pekrun;P. Parker;K. Murayama;Jiesi Guo;Theresa Dicke;Stephanie Lichtenfeld
通讯作者：
Stephanie Lichtenfeld
学生在科学课堂上的学习：动机发挥什么作用？
DOI：
--
发表时间：
2005
期刊：
影响因子：
--
作者：
C. R. Bonney;Toni M. Kempler;Akane Zusho;Brian P. Coppola;P. Pintrich
通讯作者：
P. Pintrich
影响因子：
11.2
作者：
E. Usher;Frank Pajares
通讯作者：
E. Usher;Frank Pajares
改革受到攻击——四十年的数学教育研究工作被扔进废墟？
DOI：
--
发表时间：
2010
期刊：
影响因子：
--
作者：
M. Heuvel
通讯作者：
M. Heuvel