Mathematics motivation and achievement as predictors of high school students' guessing and help-seeking with instructional software

被引：18
|
作者：
Beal, C. R. [1 ]
Qu, L. [1 ]
Lee, H. [1 ]
机构：
[1] Univ So Calif, Inst Informat Sci, Marina Del Rey, CA 90292 USA
来源：
JOURNAL OF COMPUTER ASSISTED LEARNING | 2008年 / 24卷 / 06期
关键词：
interaction patterns with software; mathematics achievement; mathematics motivation; secondary education;
D O I：
10.1111/j.1365-2729.2008.00288.x
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The study was conducted to investigate the relation of adolescent students' mathematics motivation and achievement to their appropriate help-seeking and inappropriate guessing behaviour while using instructional software. High school students (n = 90) completed brief assessments of mathematics motivation and then worked with software for geometry instruction. Students' actions with the software were machine-classified to identify instances of appropriate help-seeking and inappropriate guessing. Mathematics teachers provided information about students' achievement (high, average or at risk of failing math class). Results indicated that students with low math self-concept were most likely to engage in inappropriate guessing behaviour. Students with low math achievement were most likely to engage in appropriate help-seeking while working with the software.
引用
收藏
页码：507 / 514
页数：8
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