课堂数学学习：印度高中生学习乐趣与学校联系的关系

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-04-22 DOI:10.1002/pits.23207

Syama Sasidharan, Jacqueline Kareem

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引用次数: 0

摘要

数学学习经历会影响儿童的整体学业和社会情感发展。本研究探讨了数学焦虑和情感投入对师生互动、学习乐趣和学校联系之间关系的中介效应。本研究以印度学校八年级 774 名学生为样本，使用 SPSS 中的 Hayes 过程宏对两个因变量（学习乐趣和学校联系）的中介模型进行了检验。研究结果表明，通过数学焦虑和情感投入，师生互动与学习快乐、师生互动和学校联系之间的关系存在串联中介效应。研究强调了数学学习在 "学习快乐 "和 "学校联系 "整体框架中的作用。

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Classroom mathematics learning: Association of joy of learning and school connectedness among high school students in India

Mathematics learning experiences can influence the overall academic and socio‐emotional development of a child. The present study investigates the mediating effect of mathematics anxiety and emotional engagement on the relationships between teacher–student interaction, the joy of learning, and school connectedness. Two mediation models were tested for the dependent variables: the joy of learning and school connectedness, using Hayes' process macro in SPSS on a sample of 774 eighth‐standard students from Indian schools. The study's results indicate the presence of a serial mediation effect on the relationship between teacher–student interaction and joy of learning, teacher–student interaction, and school connectedness through mathematics anxiety and emotional engagement. The study emphasized the role of mathematics learning within the overall framework of “joy of learning” and “school connectedness.”

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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.