Maree Jacobus G, Van der Walt Martha S, Ellis Suria M
Faculty of Education, University of Pretoria, South Africa.
Psychol Rep. 2009 Apr;104(2):425-38. doi: 10.2466/PR0.104.2.425-438.
The Study Orientation Questionnaire in Mathematics (Primary) is being developed as a diagnostic measure for South African teachers and counsellors to help primary school students improve their orientation towards the study of mathematics. In this study, participants were primary school students in the North-West Province of South Africa. During the standardisation in 2007, 1,013 students (538 boys: M age = 12.61; SD = 1.53; 555 girls: M age = 11.98; SD = 1.35; 10 missing values) were assessed. Factor analysis yielded three factors. Analysis also showed satisfactory reliability coefficients and item-factor correlations. Step-wise linear regression indicated that three factors (Mathematics anxiety, Study attitude in mathematics, and Study habits in mathematics) contributed significantly (R2 = .194) to predicting achievement in mathematics as measured by the Basic Mathematics Questionnaire (Primary).
《小学数学学习取向问卷》正在被开发，作为一种诊断工具，供南非教师和辅导员使用，以帮助小学生改善他们对数学学习的取向。在本研究中，参与者是南非西北省的小学生。在2007年的标准化过程中，对1013名学生（538名男生：平均年龄 = 12.61；标准差 = 1.53；555名女生：平均年龄 = 11.98；标准差 = 1.35；10个缺失值）进行了评估。因子分析得出了三个因子。分析还显示出令人满意的信度系数和项目-因子相关性。逐步线性回归表明，三个因子（数学焦虑、数学学习态度和数学学习习惯）对预测《基础数学问卷》（小学版）所衡量的数学成绩有显著贡献（R2 = 0.194）。
