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Self-schematic students in mathematics and their contrasting coping responses to mathematical challenges: a cluster analytic investigation
Educational Studies in Mathematics ( IF 2.853 ) Pub Date : 2021-04-19 , DOI: 10.1007/s10649-021-10031-6
Clarence Ng

Mathematics self-schemas are students’ cognitive generalisations of their selves in learning mathematics (Ng in Educational Psychology, 34(6), 730–762, 2014). These salient subject-based self-conceptions are conceptualised as a cognitive frame guiding students’ coping responses when dealing with challenging mathematics tasks. In study 1, 271 Year 9 Australian students were classified into positive, average, and negative schematics based on their responses to a survey questionnaire. It was found that compared to the other two schematic groups, positive schematics were more motivated, used adaptive coping strategies to deal with difficult mathematical tasks, and were less likely to avoid challenging tasks. In study 2, positive and negative schematics’ performance in a difficult mathematics test was compared. These two groups of schematic participants (n = 74) were drawn from study 1. Prior to taking the test, compared to negative schematics, positive schematics had higher performance targets and held stronger intention to complete the test with goals focusing on learning and performance. During the free-choice session, more positive schematics than their negative counterparts attempted an additional set of test questions. On receiving negative feedback about their test performance, significantly more positive schematics considered the test inaccurate and were willing to retake the test. Positive schematics, as expected, performed significantly better than did their negative counterparts in the test. Convergent findings derived from these two studies showed that positive and negative schematic students coped with challenging mathematics in a self-congruent manner.



中文翻译:

数学上的自满型学生及其对数学挑战的应对方式:聚类分析

数学自我方案是学生对学习数学的自我认知概括(Ng in Educational Psychology,34(6),730-762,2014年)。这些突出的基于主题的自我概念被概念化为指导学生应对挑战性数学任务时的应对方式的认知框架。在研究1中,根据对调查问卷的回答,对271名9年级的9年级澳大利亚学生进行了分类,分别为正面,平均和负面示意图。发现与其他两个逻辑示意图组相比,积极的逻辑示意图更具动机,使用自适应应对策略来处理困难的数学任务,并且不太可能避免挑战性任务。在研究2中,比较了在困难的数学测试中正面和负面原理图的性能。这两类示意图参与者(n = 74)来自研究1。在参加测试之前,与负面的原理图相比,正面的原理图具有更高的性能指标,并且对完成测试的意图更强,其目标集中在学习和性能上。在自由选择环节中,积极的原理图谱比消极的原理图谱尝试了更多的测试问题。在收到有关其测试性能的负面反馈后,更多积极的原理图认为该测试不准确,并愿意重新参加测试。正如预期的那样,在测试中,正向原理图的性能明显优于负向原理图。从这两项研究得出的收敛结果表明,积极的和消极的示意图学生都以自洽的方式应对具有挑战性的数学。

更新日期:2021-04-19
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