Statistical Literacy in the Middle School: The Relationship between Interest, Self-Efficacy and Prior Mathematics Achievement.
Statistical Literacy in the Middle School: The Relationship between Interest, Self-Efficacy and Prior Mathematics Achievement.
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中学统计素养：兴趣、自我效能和先前数学成绩之间的关系。
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Jane Watson
中科院分区：
文献类型：
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作者：
C. Carmichael;Rosemary Callingham;I. Hay;Jane Watson
本文研究了中学生对统计素养兴趣的关键预测因素之间的关系，包括他们对统计素养的自我效能感和他们之前的数学成绩。鉴于缺乏统计素养领域的研究，对数学教育文献的回顾证实了自我效能和成就在预测兴趣方面的重要性，并描述了它们对兴趣影响的本质。该论文随后报道了一项实证研究，涉及来自 3 个州 8 所学校的 438 名澳大利亚中学生样本。这项研究的数据用于一系列统计模型，以确认已确定的预测因素的影响并研究它们的相互关系。研究结果表明，先前成就对兴趣的影响完全由自我效能感调节。除此之外，兴趣和自我效能之间的关系似乎是二次关系，因为自我效能水平高的学生可能没有相应的高水平兴趣。然后讨论了这项研究的意义。
This paper examines the relationship between key predictors of middle school students’ interest for statistical literacy, including their self-efficacy for statistical literacy and their prior mathematics achievement. Given the lack of research in the statistical literacy domain, a review of the mathematics education literature confirms the importance of self-efficacy and achievement in predicting interest and describes the nature of their influence on interest. The paper then reports on an empirical study involving a sample of 438 Australian middle school students from 8 schools across 3 states. Data from this study are used in a series of statistical models to confirm the influence of identified predictors and to study their inter-relationship. Results from the study suggest that the influence of prior achievement on interest is completely mediated by self-efficacy. In addition to this, the relationship between interest and self-efficacy appears to be quadratic, in that students with high levels of self-efficacy may not have corresponding high levels of interest. Implications for this research are then discussed.