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Xiong, Junmei; Gong, Shaoying; Frenzel, Anne C. ORCID: 0000-0002-9068-9926 (2011): Mathematic academic emotions, learning strategies, and mathematic performance for students from senior high school. In: Educational Research and Experiment, Vol. 2011, No. 6: pp. 89-92
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Abstract

本研究通过对464名高二学生问卷调查,考察了高中生学业情绪、学习策略与数学成绩的关系。结果显示:数学成绩与数学自我概念、积极情绪、元认知学习策略成显著正相关,与消极情绪成显著负相关;高兴、自豪与认知、元认知策略成显著正相关,生气、焦虑、无助、厌倦与认知、元认知策略成显著负相关;情绪、学习策略、自我概念和环境因素可以显著地预测数学成绩;男生比女生运用更多的元认知策略,有更高的数学自我概念,更多的积极情绪,和更少的消极情绪。影响数学成绩的因素包括认知和非认知因素;女生在数学学习中的消极情绪可能与低数学自我概念有关。