资优学生元认知与数学适应力之间关系的中介分析

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-01-12 DOI:10.1002/pits.23141

Sedat Turgut, Mahir Uğurlu

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引用次数: 0

摘要

本研究探讨了数学学习动机和数学焦虑在元认知（MC）和数学适应力（MR）之间的中介作用和调节作用。研究对象为 202 名资优学生。数据通过 "元认知意识量表"、"MR 量表"、"修订版 MA 评定量表 "和 "数学动机量表 "收集。采用基于引导技术的回归分析来检验假设模型，包括中介关系、调节关系和调节中介关系。研究结果表明，MC 通过数学动机间接对 MR 产生正向影响。MA 对数学学习动机对 MR 的正向影响具有调节作用。随着 MA 的增加，数学学习动机对 MR 的正向影响减小。MA对MC通过数学学习动机间接影响MR有调节作用。随着数学焦虑的增加，MC 对 MR 的积极影响会减弱。

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A moderated mediation analysis on the relationship between metacognition and mathematical resilience of gifted students

This study examined the mediator role of mathematics motivation and the moderator role of mathematics anxiety (MA) in the relationship between metacognition (MC) and mathematical resilience (MR). The participants are 202 gifted students. Data were collected through the “Metacognitive Awareness Scale,” “MR Scale,” “Revised MA Rating Scale,” and “Mathematics Motivation Scale.” Regression analysis based on the bootstrap technique was used to test the hypothetical model, including mediation, moderation, and moderated mediation relations. The study results showed that MC indirectly positively affects MR through mathematical motivation. MA has a moderator effect on the positive effect of mathematics motivation on MR. The positive effect of mathematics motivation on MR decreases as MA increases. MA has a moderating effect on the indirect effect of MC on MR through mathematics motivation. The positive effect of MC on MR decreases as math anxiety increases.

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.