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首页> 外文期刊>Journal of adolescence >International note: Are Emirati parents' attitudes toward mathematics linked to their adolescent children's attitudes toward mathematics and mathematics achievement?
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International note: Are Emirati parents' attitudes toward mathematics linked to their adolescent children's attitudes toward mathematics and mathematics achievement?

机译：国际说明：阿联酋父母对数学的态度是否与他们的青春期孩子对数学和数学成就的态度联系在一起？

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Drawing on data from the 2012 Program for International Student Assessment (PISA) and employing multilevel modeling as an analytic strategy, this study examined the relations of adolescent children's perceptions of their parents' attitudes towards mathematics to their own attitudes towards mathematics and mathematics achievement among a sample of 5116 adolescents from 384 schools in the United Arab Emirates. The results of this cross-sectional study revealed that adolescents who perceived that their parents liked mathematics and considered mathematics was important for their children not only to study but also for their career tended to report higher levels of intrinsic and instrumental motivation to learn mathematics, mathematics self-concept and self-efficacy, and mathematics work ethic. Moreover, adolescents who perceived that their parents liked mathematics and considered mathematics was important for their children's career tended to report positive intentions and behaviors toward mathematics. However, adolescents who perceived that their parents considered mathematics was important for their children's career tended to report higher levels of mathematics anxiety. Finally, adolescents who perceived that their parents considered mathematics was important for their children to study performed significantly better on the mathematics assessment than did their peers whose parents disregarded the importance of learning mathematics. (C) 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
机译：本研究以2012年国际学生评估计划（PISA）的数据为基础，并采用多级建模作为分析策略，研究了青春期儿童对其父母对数学态度的看法与他们自己对数学和数学成就的态度之间的关系。来自阿拉伯联合酋长国384所学校的5116名青少年的样本。这项横断面研究的结果表明，青少年认为自己的父母喜欢数学并且认为数学对他们的孩子不仅学习而且对他们的职业都很重要，他们倾向于报告更高水平的内在和工具性动机来学习数学，数学自我概念和自我效能感，以及数学符合职业道德。此外，青少年认为自己的父母喜欢数学并且认为数学对他们的孩子的职业很重要，他们倾向于对数学表达出积极的意愿和行为。但是，青少年认为父母认为数学对他们的孩子的职业很重要，因此他们倾向于报告较高的数学焦虑水平。最后，那些认为父母认为数学对他们的孩子学习很重要的青少年，在数学评估方面的表现要比父母无视学习数学重要性的同龄人好得多。 （C）2015年青少年服务专业人员基金会。由Elsevier Ltd.出版。保留所有权利。

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