Song Juyeon, Kim Sung-Il, Bong Mimi
Department of Education, Korea National University of Education, Cheongju, South Korea.
Department of Education, Brain and Motivation Research Institute (bMRI), Korea University, Seoul, South Korea.
Front Psychol. 2019 Sep 24;10:2146. doi: 10.3389/fpsyg.2019.02146. eCollection 2019.
The present study aims to investigate what factors determine students' engagement in mathematics. We examined the predictive relationships between interest, effort cost (i.e., the cost of making the effort), and three forms of academic engagement: persistence, cognitive engagement, and effort avoidance. In addition, we examined gender differences in these relationships. We recruited 546 8th and 9th graders for this study. Consistent with previous research, interest worked as a strong positive predictor of persistence and cognitive engagement, and it predicted effort avoidance negatively. Moreover, interest negatively predicted the perception of effort cost, which in turn positively predicted effort avoidance. Gender differences were found in the mean values of effort avoidance and in the prediction by interest of the perception of effort cost. Male students reported higher effort avoidance than female students, and the prediction by interest of the perception of effort cost was stronger among female students than among male students. These findings provide new insights into students' engagement in mathematics and the role of interest and effort cost in it.
本研究旨在调查哪些因素决定学生在数学学习中的参与度。我们考察了兴趣、努力成本（即付出努力的成本）与三种学业参与形式之间的预测关系：坚持性、认知参与和努力回避。此外，我们还考察了这些关系中的性别差异。我们招募了546名八年级和九年级学生参与本研究。与先前的研究一致，兴趣是坚持性和认知参与的强有力的正向预测因素，且对努力回避有负向预测作用。此外，兴趣对努力成本的感知有负向预测作用，而努力成本的感知又对努力回避有正向预测作用。在努力回避的平均值以及兴趣对努力成本感知的预测方面发现了性别差异。男生报告的努力回避程度高于女生，且兴趣对努力成本感知的预测在女生中比在男生中更强。这些发现为学生在数学学习中的参与度以及兴趣和努力成本在其中的作用提供了新的见解。
