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The relationship between gifted and general secondary school students' perceptions of the classroom quality and their mathematics achievement in China.

机译：资优生与普通中学生对课堂质量的看法及其在中国的数学成绩之间的关系。

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摘要

Investigating students' perceptions of their classroom environment is one of the ways researchers and educators can effectively determine what factors may benefit students' learning. Student Perceptions of Classroom Quality (SPOCQ; Gentry & Owen, 2004) was used with a group of Chinese gifted and general secondary students in the study. SPOCQ measures students' perceived appeal, challenge, choice, meaningfulness, and academic self-efficacy in their classes, five factors closely related to students' motivation and learning. The purpose of this study was threefold: to investigate if the Chinese version of the SPOCQ instrument (SPOCQ-C) yields reliable and valid data when used with gifted and general Chinese students at the secondary level; to determine what motivational factors as measured by the SPOCQ-C instrument contribute to predicting the mathematics achievement of secondary students in China; and to investigate differences in the perceptions of gifted and general students, and male and female students. Participants included 486 gifted students and 580 general students from two secondary schools in China. Internal consistency reliability estimates and confirmatory factor analyses revealed that SPOCQ-C consisted of five factors measured by 34 items, the same as its original version. Although the sample could hardly represent the whole population of Chinese secondary students, it was heterogeneous in that it included students from two cities located in mid and south China, and gifted students who were enrolled in regular classes and in self-contained classes. Results of this study provided preliminary evidence in using the instrument with heterogeneous Chinese students at the secondary level. Structural equation modeling approaches were used to examine the causal relationships between the five factors and students' mathematics achievement. Results demonstrated that within students' Zone of Proximal Development, students' perceived levels of challenge directly predicted their mathematics performance. Students' self-efficacy beliefs not only influenced their learning but also predicted their mathematics achievement. Gifted students tended to have higher achievement in mathematics when they saw connections between what they learned and what they experienced in real life. Measurement invariance testing revealed that items on SPOCQ-C functioned equivalently across gifted and general students, and across male and female students. Further mean comparisons provided evidence that gifted students in mixed-ability classes perceived significantly higher levels of challenge and self-efficacy in mathematics classes than their general peers. Besides higher levels of challenge and self-efficacy, gifted students in self-contained classes perceived their mathematics classes to be as appealing as and have more choices than gifted students in regular classes.
机译：研究学生对教室环境的看法是研究人员和教育工作者可以有效确定哪些因素可以使学生学习受益的方式之一。研究中对一组中国资优生和普通中学生使用了对课堂质量的学生认知（SPOCQ； Gentry＆Owen，2004）。 SPOCQ衡量学生在课堂上的感知吸引力，挑战，选择，意义和学术自我效能感，这五个因素与学生的动机和学习密切相关。这项研究的目的是三方面的：调查在中学阶段有天赋的普通中国学生使用SPOCQ仪器的中文版本（SPOCQ-C）是否能产生可靠有效的数据；确定用SPOCQ-C仪器测量的哪些动机因素有助于预测中国中学生的数学成绩；并调查天才学生和普通学生以及男性和女性学生在观念上的差异。参加者包括来自中国两所中学的486名优才学生和580名普通学生。内部一致性可靠性估计和确认性因素分析表明，SPOCQ-C包含5个因子，由34个项目测量，与原始版本相同。尽管样本几乎不能代表中国中学生的全部人口，但它的种类繁多，因为它包括来自中国中南部两个城市的学生，以及参加普通班和独立班的有天赋的学生。这项研究的结果为中学阶段异类中国学生使用该仪器提供了初步的证据。使用结构方程建模方法来检验这五个因素与学生数学成绩之间的因果关系。结果表明，在学生近端发展区中，学生感知的挑战水平直接预测了他们的数学成绩。学生的自我效能感信念不仅影响他们的学习，而且预示了他们的数学成就。当资优学生看到所学知识与现实生活之间的联系时，他们在数学上往往会取得更高的成就。测量不变性测试显示，SPOCQ-C上的项目在有天赋的学生和普通学生以及男女学生中均具有相同的功能。进一步的均值比较提供了证据，证明混合能力班的资优学生在数学班上的挑战和自我效能水平明显高于普通班级。除了更高水平的挑战和自我效能感外，自给自足班的资优学生认为他们的数学课比普通班的资优学生更具吸引力，并且有更多的选择余地。

著录项

  • 作者

    Yang, Yang.;

  • 作者单位

    Purdue University.;

  • 授予单位 Purdue University.;
  • 学科 Education Mathematics.;Education Secondary.;Education Gifted.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 170 p.
  • 总页数 170
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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