小学生数学推理能力结构的验证性因素分析

1　前言小学数学教学中 ,培养逻辑推理能力是培养学生数学能力的中心任务。而且 ,掌握比较完善的逻辑推理能力是儿童智力发展的重要环节和主要标志。国外心理学界对儿童推理的研究是很重视的。英国心理学家福勒 (Ｆｏｗｌｅｒ)曾通过 50 0名小学儿童以归纳、演绎、归纳和演绎结合三种推理进行实验教学。我国心理学界对小学儿童的推理特点也开展了一些研究 ,但对推理能力的结构成分划分大致仍为归纳、演绎、类比推理能力三种。小学数学教学大纲虽提出了推理能力的培养要求 ,但至于包括哪几方面的推理能力 ,并未进一步说明。鉴于此 ,本文欲对…     

儿童推理能力的新发现——儿童的道义推理

逻辑推理是人类特有的能力。人们利用推理可以从已知知识中推出新知识，从事实或假设中得到新结论。掌握正确的逻辑推理规则无疑会提高人分析和解决问题的能力。正因为推理能力对人类的重要性，心理学对人的推理的研究从未中断过。     

呼伦贝尔盟汉族 蒙族 达斡尔族 鄂温克族初中生数学推理能力的比较研究

一、研究目的与意义目前国内已经有不少地区开展了对少数民族青少年学生学习能力的跨文化研究。数学推理能力又是学生学习能力的主要因素之一。这一研究工作不仅具有重大的理论意义,而且可以为发展少数民族教育提供科学依据。二、研究对象研究对象为内蒙古自治区呼伦贝尔盟的蒙族、达斡尔族、鄂温克族和居住本地区的汉族等四个民族的初中一年级至三年级的学生。用随机抽样     

小学生数学自我效能、自我概念与数学成绩关系的研究

探讨小学五年级学生数学自我效能、自我概念与数学成绩的关系,考察数学成绩优秀学生与数学成绩不良学生数学自我效能和自我概念的差异.结果表明:(1)数学自我效能与自我概念对小学生的数学成绩有显着的影响,两者之间存在显着的交互作用;(2)数学成绩优秀生和不良生在数学自我效能和自我概念上有着显着的差异,优秀生均高于不良生,进而可以推断两者的水平差异是导致小学生数学成绩分化的主要原因之一.     

浅谈初中几何推理证明能力的培养

如何培养学生的几何推理证明能力，是摆在我们每一个数学教师面前的重要问题。传统的数学教学往往只是填鸭式的教学，教师在课堂上的演绎、推理往往是让学生“程序输入”式的呆板接受，其效果是如何呢？不言而喻，学生在自己解决问题时往往受到阻碍，解决不了困难，因为教师只是“授之以鱼”而并未“授之以渔”。     

教师资格和职业发展因素对学生数学成绩的影响：一个跨文化比较

采用TIMSS2003中的数据,应用混合模型,比较香港、日本、瑞典和美国四个国家(地区)教师资格因素和职业发展因素对其学生数学学业成绩的影响。结果发现香港教师高学历和常有其他教师听课提高了学生成绩;瑞典教师的性别、专业和参加数学教学方法方面的职业发展活动,以及美国教师的专业和听其他教师讲课显著影响其学生成绩;日本教师资格和职业发展因素对其学生成绩没有影响。     

乡镇小学生的数学焦虑与数学成绩:数学自我效能感和数学元认知的链式中介作用

采用儿童数学焦虑量表、小学生数学学习自我效能感量表和小学生数学元认知问卷,对508名乡镇中、高年级小学生进行测量,并运用结构方程模型探讨数学焦虑影响数学成绩的内在作用机制。结果发现：（1）数学焦虑显著负向预测数学自我效能感、数学元认知和数学成绩,数学自我效能感显著正向预测数学元认知和数学成绩,数学元认知显著正向预测数学成绩;（2）在数学焦虑对数学成绩的预测中,数学自我效能感和数学元认知均发挥了部分中介作用;（3）数学自我效能感和数学元认知在数学焦虑和数学成绩之间起链式多重中介的作用。因此,数学焦虑除了直接作用于小学生的数学成绩,还可通过数学自我效能感或数学元认知间接影响数学成绩,而且可通过数学自我效能感进而通过数学元认知间接影响数学成绩。文章讨论了上述发现的理论及教育实践含义。     

初中生数学成绩、数学学业能力自我概念与数学学业情绪的关系

采用学业情绪问卷、数学学业自我概念问卷调查了370名初中学生,以探讨初中生数学学业情绪特点及其与数学成绩、数学学业能力自我概念间的关系。结果发现：（1）除积极高唤醒情绪外的其它数学学业情绪在性别上差异显著,除消极高唤醒外的其它情绪在年级上差异显著。（2）数学成绩通过数学学业能力自我概念间接预测四类数学学业情绪。结论是,初中男生数学积极情绪多于女生,女生数学消极情绪多于男生,积极情绪随年级下降,消极情绪随年级上升;初中生数学学业能力自我概念在数学成绩和数学学业情绪间起完全中介作用。     

数学焦虑对初中生数学应用题成绩的影响

通过对筛选出的391名初中1～3年级学生进行《数学应用题问卷》、《数学焦虑问卷》测试,探讨了数学焦虑对初中数优生、数困生数学应用题成绩的影响。结果发现：1）应用题成绩性别差异不显著,性别不是影响应用题成绩的主要因素;2）数优生的焦虑程度远远低于数困生;3）数学焦虑的年级差异不显著;4）数学焦虑的性别差异不显著;5）数学焦虑对应用题成绩具有一定的预测作用。     

小学二年级学生数学能力的分析

本文以小学二年级学生的数学能力测验为实验材料,采用因素分析的方法,得出构成小学二年级学生数学能力的四个主要因素:计算能力、归纳推理能力、枚举筛选能力以及对计量单位的理解与推理能力,并对各能力因素的发展水平作为进一步的探讨.     

Using personality and cognitive ability to predict academic achievement in a young adult sample

This study examined the relationship between cognitive ability, personality, and academic achievement in post-secondary students, using latent variable models. Testing both simple and complex relationships, we found that cognitive ability and personality predicted reading achievement independently, but that they interact when predicting math achievement - at least in the Conscientiousness and Openness to Experience domains.     

What my parents make me believe in learning: The role of filial piety in Hong Kong students' motivation and academic achievement

Chinese students are well‐known for their academic excellence. However, studies that explore the underlying mechanism of how cultural factors relate to the motivational process and academic achievement of Chinese students have been limited. This study aimed to examine the role of filial piety in shaping Chinese students' theories of intelligence so as to obtain a clearer understanding of the process by which parent–child connectedness is linked to Chinese students' academic achievement. A sample of 312 university students in Hong Kong were assessed concerning their filial piety beliefs, theories of intelligence and academic achievement. Data were analysed using structural equation modelling. The results indicated that different filial piety beliefs relate to students' academic achievement by shaping different theories of intelligence. Reciprocal filial piety beliefs were found to facilitate an incremental view of intelligence, which in turn contributes to students' academic achievement. Authoritarian filial piety beliefs were shown to be associated with an entity view of intelligence, which consequently deteriorates students' academic achievement. Cultural views of motivational processes can shed light on how motivational beliefs are developed as a product of cultural or socialization processes, which, in turn, contribute to students' academic success.     

Divorce,approaches to learning,and children's academic achievement: A longitudinal analysis of mediated and moderated effects

Data from the Early Childhood Longitudinal Study — Kindergarten Cohort (ECLS-K) were used to test the hypothesis that approaches to learning (ATL) mediates the link between parental divorce and academic achievement. Fixed effects regression was utilized to test for mediation, and subsequent moderation analyses examining gender and age at time of divorce also were conducted. Results indicated that divorce was associated with less growth in test scores and that ATL mediated 18% and 12% of this association in reading and mathematics respectively. Parental divorce also was associated with larger negative effects for children who experienced divorce at an older age as well as for girls' mathematics test scores. These findings contribute to the understanding of the impact of parental divorce on children's academic achievement and underscore the importance of focusing on the variability of child outcomes following parental divorce.     

The effect of justified video game violence on aggressive behavior and moderated immersion: An experimental approach

The effect of violent video games on aggressive behavior is an important topic in the field of game research. Recently, growing evidence suggests that justified game violence decreases feelings of guilt caused by in-game immoral behavior. However, little is known about the impact on aggressive behavior, and whether other factors moderate this effect. In a two-factor experiment, we tested the impact of justification of video game violence on aggressive behavior, and whether this effect would be enhanced by game immersion. Pilot experiment 1 (N = 60) and pilot experiment 2 (N = 40) demonstrated that the justification of violence and game immersion was successfully controlled by avatar and graphics quality. In the Main experiment, 123 participants played one of four conditions of a video game (2 [justification: justified vs. unjustified violence] × 2 [immersion: high vs. low immersion]) and it was found that participants who played in the justified violence condition reported greater aggressive behavior than those in the unjustified violence condition. In addition, participants who played in high immersion reported greater aggressive behavior than those in low immersion. However, game immersion did not moderate the effects of justified violence. This unexpected effect is likely due to participants' distancing themselves from and identifying less with their violent avatars.     

Using prequestions to enhance learning from reading passages: the roles of question type and structure building ability

ABSTRACT

Answering questions before learning something (“prequestions”) enhances learning. However, these benefits usually occur for information that was asked in the prequestions (i.e. prequestioned material), and not for non-prequestioned material. We reasoned that this narrow benefit may be due to the fact that studies typically use fairly simple prequestions that have a clear answer within one part of the learning material – isolative prequestions. We explored the effects of integrative prequestions that required participants to make connections across different parts of a reading passage. Experiment 1 showed the usual benefit of isolative prequestions on prequestioned but not on non-prequestioned material, but no benefit of integrative prequestions. However, in Experiment 2 when participants were given instructions to seek the answers while reading, integrative prequestions benefited learning of both prequestioned and non-prequestioned material. Individual differences in structure building positively predicted performance, but did not interact with the effects of prequestions.     

Construct validity of a personality assessment game in a simulated selection situation and the moderating roles of the ability to identify criteria and dispositional insight

There is scant research on the validity of personality assessment games in selection situations. Therefore, in two experimental simulated selection studies, the construct validity of an assessment game developed to assess honesty-humility was tested. Both studies found no differences between a control condition and a simulated selection condition on honesty-humility game scores. Moreover, convergent and discriminant validity with self-reported personality were not affected by the manipulation. We obtained mixed evidence that individual differences in dispositional insight and the ability to identify criteria influenced the validity of the game. As the validity of the personality assessment game was not significantly affected in the simulated selection context, our findings may imply that well-designed personality assessment games can be used for high-stakes selection assessments.