The Role of Beliefs and Motivational Variables in Enhancing Word Problem Solving

被引：7
|
作者：
Pongsakdi, Nonmanut [1 ,2 ]
Laakkonen, Eero [2 ]
Laine, Teija [3 ,4 ]
Veermans, Koen [1 ,2 ]
Hannula-Sormunen, Minna M. [1 ,2 ,5 ]
Lehtinen, Erno [1 ,2 ]
机构：
[1] Univ Turku, Ctr Learning Res, Turku, Finland
[2] Univ Turku, Dept Teacher Educ, Turku, Finland
[3] Pansio Sch, Turku, Finland
[4] Ctr Teacher Training, Turku, Finland
[5] Univ Turku, Turku Inst Adv Studies, Turku, Finland
来源：
SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH | 2019年 / 63卷 / 02期
基金：
芬兰科学院;
关键词：
Word problem (mathematics); word problem solving; motivation; beliefs; STUDENTS MATHEMATICAL BELIEFS; SELF-REGULATION; ACHIEVEMENT; SCHOOL; 5TH;
D O I：
10.1080/00313831.2017.1336475
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
A Word Problem Enrichment programme (WPE) has been found to increase student word problem solving performance when facing non-routine and application problems. However, it is unknown if the WPE has an impact on student beliefs about word problem solving and how the WPE works for students with different motivation in learning mathematics. This study investigated the impact of the WPE on student beliefs about word problem solving by using Latent Profile Analysis and Structural Equation Modelling to analyse relations among the different cognitive, motivation, and belief factors. A total of 170 fourth- and sixth-grade students from elementary schools participated. Results showed that the effects of WPE are various depending on students' initial motivation level. The impacts of the WPE on student beliefs were found only in students with a low initial motivation level, while its impacts on student problem-solving performance were found only in students with a high initial motivation level.
引用
收藏
页码：179 / 197
页数：19
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