Abstract

This study investigates the mediating roles of mathematics interest and perseverance on the effects of cognitive activation on mathematics achievement. We analysed data from a large-scale survey involving 25,969 eighth grade students from 86 schools in central China. The results show that (1) cognitive activation had a direct and positive effect on students’ mathematics achievement; (2) the positive relationship between cognitive activation and mathematics achievement was prominently mediated by mathematics interest; (3) perseverance partially mediated the relationship between cognitive activation and mathematics achievement; and (4) mathematics interest and then perseverance serially mediated the relationship between cognitive activation and mathematics achievement. The implications of the findings for mathematics teachers are discussed and suggestions are made for future research.

摘要

本研究调查了数学兴趣和毅力在认知激活对数学成绩的影响中的中介作用。我们分析了来自华中地区 86 所学校的 25,969 名八年级学生的大规模调查数据。结果表明：（1）认知激活对学生的数学成绩有直接的正向影响；(2)认知激活与数学成绩的正相关显着受数学兴趣的介导；(3)毅力在认知激活与数学成绩的关系中起部分中介作用；(4)数学兴趣和毅力在认知激活与数学成绩的关系中起连续中介作用。