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Cheng Li1;Dou Diya2;Feng Chao1;Qi Chunxia1;Martin Valcke2
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程黎1;窦迪娅2;冯超1;綦春霞1;Martin Valcke2
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Abstract: The purpose of the study is to analyze the effects of different dimensions of intrinsic and extrinsic learning motivation on mathematics literacy of students in different literacy levels and grades. The sampling size is 2,133 students totally(4th and 8th
Key words: learning motivation, mathematics literacy, item response theory(IRT), PISA test
摘要: 选取2133名11岁和15岁学生,采用PISA测试为数学素养指标,探讨学生学习动机的不同维度与数学素养之间的关系。结果发现:(1)11岁学生的内部动机明显地强于15岁学生。(2)11岁学生内部动机中的挑战性动机与数学素养间的相关程度明显弱于15岁学生。(3)11岁高数学素养的学生组,数学素养和内、外学习动机有明显的相关,低数学素养学生组两者则不相关;对于15岁低数学素养的学生组,数学素养得分和内、外部学习动机有明显的相关,高数学素养学生组两者则不相关。
关键词: 学习动机, 数学素养, 项目反应理论, PISA测试
CLC Number:
B844.1
Cheng Li;Dou Diya;Feng Chao;Qi Chunxia;Martin Valcke. The Relationship between Learning Motivation and Mathematics Literacy of 11-year-old and 15-year-old Students[J]. .
程黎;窦迪娅;冯超;綦春霞;Martin Valcke3. 11岁和15岁儿童学习动机和数学素养的关系[J]. .
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URL: https://psybeh.tjnu.edu.cn/EN/
https://psybeh.tjnu.edu.cn/EN/Y2013/V11/I1/84