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首页> 外文期刊>Journal of Education for Students Placed at Risk (JESPAR) >Resilient and Nonresilient Hispanic English Language Learners' Attitudes Toward Their Classroom Learning Environment in Mathematics
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Resilient and Nonresilient Hispanic English Language Learners' Attitudes Toward Their Classroom Learning Environment in Mathematics

机译：弹性和非弹性西班牙裔英语学习者对数学课堂学习环境的态度

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摘要

This study examines resilient and nonresilient characteristics in mathematics among Hispanic students in a major metropolitan city located in the south central region of the United States. The study examined data from semistructure interviews of 118 resilient and nonresilient English language learners (ELLs) in 4th and 5th grade. The interviews focused on a variety of factors including: (a) individual attributes (e.g., students’ motivation); (b) school and classroom factors (e.g., satisfaction, involvement, and affiliation); (c) family factors (e.g., parent involvement in academics); and (d) students’ use of time (e.g., doing homework). Additional indicators that were examined include help-seeking behaviors and skills that allow students to cope with academic difficulties. Overall, the findings indicate significant differences between resilient and nonresilient students on academic performance and their self-efficacy on perceived mathematical abilities. Significant differences were also found in the home learning environment, indicating that resilient students receive more assistance at home on academic tasks than non-resilient students.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10824669.2011.585100
机译：这项研究调查了位于美国中南部一个主要都会城市的西班牙裔学生在数学上的弹性和非弹性。这项研究检查了来自4年级和5年级的118位弹性和非弹性英语学习者（ELL）的半结构式访谈的数据。访谈集中在多种因素上，包括：（a）个人属性（例如，学生的动机）； （b）学校和教室的因素（例如，满意度，参与度和隶属关系）； （c）家庭因素（例如，父母参与学术活动）； （d）学生使用时间（例如，做家庭作业）。考察的其他指标包括帮助学生应对学业困难的寻求帮助行为和技能。总体而言，研究结果表明，有弹性和没有弹性的学生在学习成绩和自我感知数学能力方面的显着差异。在家庭学习环境中也发现了显着差异，这表明有弹性的学生比没有弹性的学生在家学习方面获得的帮助更多。查看全文下载全文相关的var addthis_config = {ui_cobrand：“ Taylor＆Francis Online”，services_compact： citeulike，netvibes，twitter，technorati，美味，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/10824669.2011.585100

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