数学应用题中与隶属关系、成就和权力相关的主题对学生表现、任务相关价值观和期望的影响。
Effects of affiliation-, achievement-, and power-related topics in mathematical word problems on students' performance, task-related values, and expectancies.
机构信息
Department of Educational Psychology, Institute of Psychology, Osnabrück University, Osnabrück, Germany.
Department of Mathematics Education, Institute of Mathematics, Osnabrück University, Osnabrück, Germany.
出版信息
PLoS One. 2022 Jun 30;17(6):e0270116. doi: 10.1371/journal.pone.0270116. eCollection 2022.
A motivational downturn in mathematics during secondary school has been well documented for many students. As a way to address this, creating personally relevant tasks is supposed to increase students' motivation for mathematical tasks. According to recent research, topics relating to affiliation, achievement, and power are personally relevant for young people. Prior research showed that motive imagery in school tasks increases students' task-related intrinsic value and success expectancies. The present study examined the effect of motive topics in word problems on students' task performance. We contextualized mathematical tasks either with affiliation, achievement, and power topics or with neutral topics not related to motive topics. The tasks were comparable regarding their mean word count, text, and mathematical complexity. In three experimental studies (N1 = 56, N2 = 63, N3 = 62), the students solved four tasks for each motive topic and neutral tasks, respectively. The dependent variables were task performance, intrinsic values, and expectancies of success. Repeated measures analyses of variance with the four-level, within-subjects factor motive imagery revealed positive effects of motive imagery in word problems on students' task performance. This was particularly true for achievement-related tasks compared with neutral tasks. The results also indicated slightly positive effects for affiliation-related word problems on students' performance. In addition, the intrinsic value for affiliation-related (Experiment 1) and achievement-related tasks (Experiment 3) was higher than for neutral tasks. Power imagery did not affect students' task performance; it negatively affected students' intrinsic value compared with neutral tasks. Task-related success expectancies were not influenced by motive imagery. The present study replicates and extends previous findings that indicate that tasks referring to affiliation and achievement imagery are more appealing to students and can benefit their performance.
许多学生在中学阶段的数学学习动力明显下降，这一点已得到充分证实。为了解决这个问题，创造与个人相关的任务被认为可以提高学生对数学任务的积极性。根据最近的研究，与归属感、成就和权力相关的主题对年轻人来说是与个人相关的。先前的研究表明，在学校任务中进行动机意象可以提高学生与任务相关的内在价值和成功期望。本研究考察了在问题解决中使用动机主题对学生任务表现的影响。我们将数学任务与归属感、成就和权力主题联系起来，或者与不涉及动机主题的中性主题联系起来。这些任务在平均单词数、文本和数学复杂性方面具有可比性。在三项实验研究中（N1 = 56，N2 = 63，N3 = 62），学生分别为每个动机主题和中性主题解决了四个任务。因变量是任务表现、内在价值和成功期望。使用四级、被试内因素动机意象的重复测量方差分析表明，在问题解决中使用动机意象对学生的任务表现有积极影响。与中性任务相比，成就相关任务的效果更为明显。结果还表明，与归属感相关的问题解决任务对学生的表现有略微积极的影响。此外，与归属感相关的任务（实验 1）和与成就相关的任务（实验 3）的内在价值高于中性任务。权力意象并没有影响学生的任务表现；与中性任务相比，它对学生的内在价值产生了负面影响。与任务相关的成功期望不受动机意象的影响。本研究复制并扩展了先前的发现，即与归属感和成就意象相关的任务对学生更有吸引力，并能提高他们的表现。
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