认知能力较低学生的数学学习动机：动机及其与努力、自我调节和成绩关系的纵向研究
Mathematics Motivation in Students With Low Cognitive Ability: A Longitudinal Study of Motivation and Relations With Effort, Self-Regulation, and Grades.
作者信息
Tracey Danielle, Morin Alexandre J S, Pekrun Reinhard, Arens A Katrin, Murayama Kou, Lichtenfeld Stephanie, Frenzel Anne C, Goetz Thomas, Maïano Christophe
机构信息
Danielle Tracey, Western Sydney University, Sydney, Australia; Alexandre J.S. Morin, Concordia University, Canada; Reinhard Pekrun, University of Munich, and Institute for Positive Psychology and Education, Australian Catholic University, Munich, Germany; A. Katrin Arens, German Institute for International Educational Research, Frankfurt, Germany; Kou Murayama, University of Reading, UK; Stephanie Lichtenfeld, University of Durham, UK; Anne C. Frenzel, University of Munich, Germany; Thomas Goetz, University of Konstanz, Germany & Thurgau University of Teacher Education, Switzerland, Konstanz, Germany; and Christophe Maïano, Université du Québec en Outaouais, Saint-Jérome, Canada.
出版信息
Am J Intellect Dev Disabil. 2020 Mar;125(2):125-147. doi: 10.1352/1944-7558-125.2.125.
Expectancy-value theory (EVT) is a popular framework to understand and improve students' motivation. Unfortunately, limited research has verified whether EVT predictions generalize to students with low levels of cognitive ability. This study relies on Grade 5 and 8 data from 177 students with low levels of cognitive ability and a matched sample of 177 students with average to high cognitive ability from the German "Project for the Analysis of Learning and Achievement in Mathematics." Results showed that students with low levels of cognitive ability were able to differentiate EVT components. Both groups demonstrated a similar downward developmental trend in motivation from early to middle adolescence, and similar relations between EVT components and levels of efforts, self-regulation, and mathematics class grades.
期望价值理论（EVT）是一个用于理解和提高学生学习动机的流行框架。不幸的是，仅有有限的研究验证了EVT的预测是否适用于认知能力较低的学生。本研究依赖于来自德国“数学学习与成绩分析项目”的177名认知能力较低的五年级和八年级学生的数据，以及177名认知能力处于平均水平至较高水平的匹配样本学生的数据。结果表明，认知能力较低的学生能够区分EVT的各个组成部分。两组学生在从青少年早期到中期的学习动机方面都呈现出类似的下降发展趋势，并且在EVT组成部分与努力程度、自我调节以及数学课堂成绩之间存在类似的关系。
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