Students' intentions to study non-compulsory mathematics: the importance of how good you think you are
Students' intentions to study non-compulsory mathematics: the importance of how good you think you are
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学生学习非必修数学的意图：你认为自己有多优秀的重要性
DOI：
10.1002/berj.3150
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发表时间：
2015
影响因子：
2.3
通讯作者：
M. Reiss
中科院分区：
文献类型：
--
作者：
R. Sheldrake;T. Mujtaba;M. Reiss
一旦数学不再是强制性的，增加学习数学的学生数量仍然是英格兰的优先事项。来自英格兰的纵向队列（1085名学生）在10年级和12年级进行了调查。学生的能力的自我信念影响他们的GCSE数学成绩和他们的预期和实际的数学科目的选择，这些自我信念相关的自信不足或过度自信的程度也有影响力。其他因素显着影响学生的意图在10年学习数学在12年的建议或压力，这样做，与数学相关的外在动机，他们的性别和情感反应与做数学。这些同样的因素也显着影响学生的意图在12年学习数学在大学，加上他们的内在动机与数学。虽然性别对GCSE数学成绩或学生是否真的学习A-Level数学没有显着影响，但男孩对12年级，13年级和大学的数学学习有更高的意愿。此外，女孩在自我信念方面普遍比男孩更缺乏自信。
Increasing the number of students who study mathematics once it is no longer compulsory remains a priority for England. A longitudinal cohort from England (1085 students) was surveyed at Years 10 and 12. Students' self-beliefs of ability influenced their GCSE mathematics grades and their intended and actual mathematics subject-choices; the degree of under-confidence or over-confidence related to these self-beliefs was also influential. Additional factors that significantly influenced students' intentions at Year 10 to study mathematics in Year 12 were the advice or pressure to do so, the extrinsic motivation associated with mathematics, their gender and the emotional response associated with doing mathematics. These same factors were also significant influences on students' intentions at Year 12 to study mathematics at university, with the addition of their intrinsic motivation associated with mathematics. Although gender was not a significant influence on GCSE mathematics grades or whether students actually studied A-Level mathematics, boys were associated with higher intentions to study mathematics into Year 12, 13 and university. Additionally, girls were generally more under-confident than boys in their self-beliefs.
影响因子：
4
作者：
Fredricks, JA;Eccles, JS
通讯作者：
Eccles, JS
教师判断学生自我概念的判断置信度和判断准确率
DOI：
10.1080/00220671.2012.667010
发表时间：
2013
期刊：
The Journal of Educational Research
影响因子：
--
作者：
Praetorius;Berner;Scheunpflug;Dresel
通讯作者：
Dresel