The relationship between mathematics interest and mathematics achievement: mediating roles of self-efficacy and mathematics anxiety

被引：24
|
作者：
Zhang, Di [1 ]
Wang, Chan [2 ]
机构：
[1] Beijing Normal Univ, Fac Educ, 19 XinJieKouWai St, Beijing 100875, Peoples R China
[2] Univ Hong Kong, Fac Educ, Pokfulam Rd, Hong Kong 999077, Peoples R China
来源：
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2020年 / 104卷
关键词：
mathematics achievement; mathematics interest; self-efficacy; mathematics anxiety; CONFIRMATORY FACTOR-ANALYSIS; MATH ANXIETY; WORKING-MEMORY; PERFORMANCE LINK; MOTIVATION; COMPETENCE; MATTER; SCALE; EXPECTANCY; CONFIDENCE;
D O I：
10.1016/j.ijer.2020.101648
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study investigates the mediating roles of self-efficacy and mathematics anxiety on the effects of mathematics interest on mathematics achievement. A total of 158161 eighth grade students from 4 province of China participated in the large-scale survey. The findings reveal that (1) mathematics interest had a direct and positive effect on students' mathematics achievement; (2) the positive relationship between mathematics interest and mathematics achievement was partially mediated by self-efficacy; (3) self-efficacy and then mathematics anxiety serially mediated the relationship between mathematics interest and mathematics achievement, but the effect of self-efficacy on mathematics anxiety was relatively smaller. Implications for mathematics education and suggestions for future study are discussed.
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页数：9
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