Notice bibliographique
Résumé
Tie purpose of this study was to study the relationships between a group of affective variables, associated with the notion of an "emotional block" in mathematics, and achievement in mathematics. Five independent variables - were considered: achievement responsibility (locus of control), measured by the Intellectual Achievement Besponsibility Scale; anxiety in mathematics, value of mathematics to society, self-concept of ability to learn mathematics and enjoyment of mathematics, measured by scales from the Sandman battery; and value of mathematics for oneself, measured by an author constructed scale. The three dependent achievement variables were computation, measured by the Stanford Achievement Test and concepts and problem solving measured by the Canadian Test of Basic Skills. Nonlinear and interactive hypotheses were suggested by the theory of Achievement Motivation. The scales were administered to 1033 students at the grade six level. The scores were standardized within each class to remove class effects. The sample was randomly split into two samples, one to be retained for cross validation. No significant difference was found between the variance-covariance matrix of males and that of the females. The data were subsequently pooled. Stepwise regression analysis indicated that self-concept alone explained approximately 20% of the achievement variance. In the case of computation, mathematics anxiety was also included accounting for an additional 2%. Principal component analysis and orthogonal rotation of the set of affective scales revealed three factors. These were interpreted as a motivational factor (loadings from self-concept, anxiety and enjoyment), a value factor (loadings from the two value scales), and an achievement responsibility factors Factor scores for each student were calculated. Using these scores, stepwise regression showed that, with the exception of the value factor entering into the equation for computation, the motivation factor was the only one retained. None of the non-linear or interactive hypotheses were significant. The above analyses were repeated using the cross validation samplel. All the findings were confirmed. It was concluded that the group of three variables, self-concept of ability, enjoyment and anxiety in mathematics should be included in studies dealing with motivation in mathematics. It was suggested that self-concept could be interpreted as the cognitive component of anxiety and that enjoyment as the emotional component. It was also suggested that attempts to alter anxiety in mathematics could be made by altering self-concept and enjoyment.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».