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首页> 外文期刊>International Journal of Science and Mathematics Education >Students’ Motivation in the Mathematics Classroom. Revealing Causes and Consequences
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Students’ Motivation in the Mathematics Classroom. Revealing Causes and Consequences

机译：数学课堂上学生的动机。揭示原因和后果

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摘要

Students’ affective domain has been popular in the mathematics education community in an ongoing attempt to understand students’ learning behavior. Specifically, enhancing students’ motivation in the mathematics classroom is an important issue for teachers and researchers, due to its relation to students’ behavior and achievement. This paper utilized achievement goal theory—an important theoretical prospect on students’ motivation in school settings—to investigate the existence of a model presenting the relation between motivation and other affective constructs and students’ performance in mathematics. In this regard, two types of tests were administered to 321 sixth grade students measuring their motivation and other affective constructs and their performance in mathematics. Using structural equation modeling, we examined the associations among the affective constructs, motivation, and the extent to which these constructs influence students’ performance and interest in mathematics. The data revealed that students’ performance and their interest in mathematics were influenced by fear of failure, self-efficacy beliefs, and achievement goals. We discuss these findings in terms of teaching implications in the mathematics classroom.
机译：学生的情感领域在数学教育界很流行，以不断了解学生的学习行为。具体来说，由于数学课堂与学生的行为和成就有关，因此提高学生在数学课堂上的动机是教师和研究人员的重要问题。本文利用成就目标理论（这是学生在学校环境中学习动机的重要理论前景）来调查模型的存在，该模型表达了动机和其他情感建构与学生数学表现之间的关系。在这方面，对321名六年级学生进行了两种类型的测验，以测量他们的动机和其他情感构造以及他们在数学上的表现。使用结构方程模型，我们研究了情感构造，动机以及这些构造影响学生的学习成绩和对数学的兴趣的程度之间的关联。数据显示，学生对失败的恐惧，自我效能感和成就目标会影响他们的表现和对数学的兴趣。我们根据数学课堂中的教学含义来讨论这些发现。

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