自我调节学习和ICT如何预测数学素养：基于上海PISA2012数据库的SEM模型
How Does the Use of Technology and Self-Regulation Activities Predict Mathematical Literacy? An SEM Model Based on PISA2012 in Shanghai

DOI: 10.12677/AP.2016.68111, PP. 864-874

Keywords: ICT，自我调节学习，PISA，数学素养
ICT, Self-Regulated Learning, PISA, Mathematics Literacy

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Abstract:

本研究以上海PISA2012年的数据为研究对象，探究ICT和自我调节学习对数学素养的影响。根据上海PISA的原始数据，运用潜在变项模式对三者间的关系进行探究发现，越常使用计算机的学生，数学素养越差；越会自我调节学习的学生，数学素养越佳。自我调节学习与计算机使用之间因果关系显著，但因系数偏小，极有可能是大样本统计造成。
This study investigates the relationship between Shanghai students’ mathematics literacy and their use of computers for educational and self-regulated learning, by using the data from PISA2012 in Shanghai. According to Shanghai PISA raw data, Structural Equation Modeling (SEM) was used to explore the relationship among the three variables. The study found that the more often use the computer, the students’ mathematical literacy worse; the more students will be self- regulated learning, the better mathematical literacy. Causal link between self-regulation and learning to use computers is significant, but the coefficient is small, which is most likely caused by a large statistical sample.

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