心理科学

心理科学 ›› 2011, Vol. 34 ›› Issue (6): 1372-1378.

• 发展与教育 • 上一篇    下一篇

流畅体验、内/外动机、数学焦虑及数学成绩的路径分析

王峥芳,周雅,刘翔平   

  1. 北京师范大学心理学院
  • 收稿日期:2010-06-28 修回日期:2011-05-13 出版日期:2011-11-20 发布日期:2011-11-20
  • 通讯作者: 刘翔平

Flow in high school students: a path analysis of flow, motivation, mathematics anxiety, and mathematics performance

1,Ya ZHOU1,   

  • Received:2010-06-28 Revised:2011-05-13 Online:2011-11-20 Published:2011-11-20

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摘要：

目的：研究旨在考察数学学习中的流畅体验，探讨流畅体验、内/外动机、数学焦虑及数学成绩的关系。方法：招募296名高中生，在数学月考后完成自编考试流畅体验量表、学习动机量表、数学焦虑量表。结果：路径分析表明，存在四条显著路径，即内部动机→流畅状态→数学成绩；数学焦虑→流畅状态→数学成绩；外部动机→流畅状态→数学成绩；外部动机→数学成绩。结论：只有通过考试过程中的流畅体验，内部动机和数学焦虑才能影响考试成绩。

关键词: 流畅体验, 内/外动机, 数学焦虑, 路径分析

Abstract:

Purposes: Flow has been identified as a key construct in the field of positive psychology. The study aimed to explore the relationship between flow experience, intrinsic/extrinsic motivation, math anxiety and math performance in high school students. Methods: 296 high school students (163 male, 133 female) were recruited to complete the Inventory of Flow at Examinations (developed for the study), Mathematics Motivation Scale, and Mathematics Anxiety Scale. All instruments were administrated immediately after students have finished their monthly math exams. Results: Path analysis were utilized and revealed four significant paths: intrinsic motivation→flow experience→math performance, math anxiety→flow experience→math performance, extrinsic motivation→flow experience→math performance, extrinsic motivation→math performance. Conclusions: Both intrinsic motivation and math anxiety have no significant direct effects on math performance; only through the mediation of flow experience, intrinsic motivation and math anxiety would exhibit influence on math performance.

Key words: flow experience, intrinsic/extrinsic motivation, mathematics anxiety, path analysis