摘要
数学自我概念是指学生在学校情境中形成的对自己在数学学业方面的特长、能力和知识形成的比较稳定的认知、体验和评价．初中生数学自我概念与数学成绩、数学学习动机、数学学业求助行为之间存在非常显著的正相关，与数学焦虑存在非常显著的负相关．初中生数学自我概念的发展呈现出“V”形状态．初中生数学自我概念在区域、年级上存在显著差异；不同数学学习水平的初中生的数学自我概念存在非常显著的差异，优生明显高于差生；初中生数学自我概念不存在性别差异．
Math self-concept meant students＇ stable awareness, experience and evaluation in math academic strengths, abilities and knowledge in school. The math self-concept of junior high school students was significant positive correlation with their math score, motivation to learn math and math＇s academic help-seeking behavior, besides, there was significant negative correlation between their math self-concept and math anxiety. The development of the math self-concept of them showed a ＂V＂-shaped trend. There were significant differences in math self-concept level in different regions, grades of junior high school students; Different math ability meant significant differences in math self-concept： gifted students＇ math self-concept level were significantly higher than that poors; Junior high school students＇ math self-concept level didn＇t exist gender differencc.
出处
《数学教育学报》
北大核心
2010年第3期42-45,共4页
Journal of Mathematics Education
