Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors
Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors
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在数学学习中激发积极的情感体验：情境和个人因素的影响
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Torulf Palm
中科院分区：
文献类型：
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作者：
T. M. Winberg;J. Hellgren;Torulf Palm
本研究旨在评估大量变量对预测学生在数学学习中的积极激活情绪的相对重要性。参与者是来自33所不同规模和地点的学校的668名高中一年级学生。发放了两份问卷，一份评估学生对数学学习情况的总体看法和信念，另一份评估某一节数学课的特点和学生在这节课中的情感体验。计算了预测学生情绪的单结构模型和多变量模型。结果表明，多变量模型是最有效的，可以预测学生情绪体验中高达59%的方差。两个最重要的构念是学生的动机类型和可感知的学习程度，它们共同预测了48%的学生情绪。单结构模型最多预测36%。研究了不同动机构念的相对预测能力和绝对预测能力。讨论了构念之间的关系及其对教学的影响。
The study aims to assess the relative importance of a large number of variables for predicting students’ positive-activating emotions during mathematics learning. Participants were 668 first-year upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students’ perceptions and beliefs about their learning situation in mathematics in general, and the other assessing the characteristics of a particular mathematics lesson and the students’ emotional experiences during this lesson. Single-construct and multivariate models for predicting students’ emotions were computed. The results show that the multivariate models were the most efficient, predicting as much as 59 % of the variance in students’ emotional experiences. The two most important constructs were students’ type of motivation and perceived degree of learning, which together predicted 48 % of the students’ emotions. Single-construct models predicted, at most, 36 %. The relative and absolute predictive ability of different motivational constructs are reported. The relationships between constructs and their implications for teaching are discussed.
影响因子：
7.6
作者：
RYAN, RM;CONNELL, JP
通讯作者：
CONNELL, JP
影响因子：
16.4
作者：
Fredrickson, BL
通讯作者：
Fredrickson, BL