摘要
学习态度对学习行为具有调节意义,直接影响学习效率和效果。结合SATS量表对某财经高校大学生开展实地调研,运用结构方程模型构建大学生统计课程的学习态度模型,研究数学能力、统计课程学习态度对预期掌握程度的影响机制。结果表明:大学生对统计课程持积极态度,普遍认为课程难;学习态度受数学能力的影响,二者对预期掌握程度均具显著作用。因此,应注重消除学生对统计课程的畏难情绪、充分调动学习兴趣,同时及早纠正学生对数学的不良学习态度,改善其对统计课程学习的消极预期。
Learning attitude helps regulate learning behaviors, and has a direct influence on learning effi-ciency and learning effect. Based on the field research data of college students in a university of finance and economics, this paper constructs a structural equation model to measure students’ attitude towards learning statistics, using the SATS questionnaire. We aim to explore the rela-tionship between students’ learning attitude towards statistics, their expected achievements on statistics, and their mathematical ability. According to the results, students have a positive atti-tude towards statistics, but deem it difficult to learn the course. Besides, students’ mathematical ability significantly affects their attitude towards statistics. Last but not least, both learning atti-tude and mathematical ability have a significantly positive influence on the expected achieve-ments on statistics, and the mathematical ability contributes more. Accordingly, it needs to help students to overcome their fears of difficulties and to enhance their interests in learning statis-tics. Also, it is important to correct students’ bad feelings towards math at an early stage.
出处
《统计学与应用》
2018年第2期90-98,共9页
Statistical and Application
基金
中央财经大学教学方法研究项目“复盘式授课的教学探索——以统计类课程为例”(JFY20170002)
“基于文献导读式教学设计的课堂建设研究”(JFY20170008)
中央高校基本科研业务费专项资金
中央财经大学科研创新团队支持计划“大数据驱动下的管理决策理论及关键技术研究创新团队”(011650317002)。
