九年级学生非常规数学解题焦虑的预测

Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022) Pub Date : 2022-11-08 DOI:10.33965/celda2022_202207l022

Emre Dinç, Dilek Sezgin-Memnun, Eunseo Lee, Bünyamin Aydın

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引用次数: 1

摘要

本研究探讨动机取向和学习策略对九年级学生非常规数学解题焦虑的影响。采用两步聚类分析、线性判别分析和logistic回归对非常规数学解题焦虑进行分类和预测。274名九年级学生参加了这项研究。参与者根据他们解决问题的成就和考试焦虑程度进行分组:高水平和低水平的解决问题焦虑。外在目标导向、预演和同伴学习是显著的分类因子。内在目标取向、自我效能感、预演和求助是九年级学生非常规数学问题焦虑的显著预测因子

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PREDICTING NON-ROUTINE MATHEMATICAL PROBLEM-SOLVING ANXIETY OF NINTH GRADERS

This study investigated how motivational orientations and learning strategies predict ninth graders’ non-routine mathematical problem-solving anxiety. Non-routine mathematical problem-solving anxiety classification and prediction were investigated through TwoStep cluster analysis, linear discriminant analysis, and logistic regression. 274 ninth graders participated in the study. The participants were clustered based on their problem-solving achievements and test anxiety levels: high-level and low-level problem-solving anxiety. Extrinsic goal orientation, rehearsal, and peer learning were significant classifiers. Intrinsic goal orientation, self-efficacy, rehearsal, and help-seeking were significant predictors for ninth graders’ non-routine mathematical problem-solving anxiety

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Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)

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