应用统计类学生对专业课程的学习兴趣、学习动机、学习焦虑及自我效能的关系研究——以长沙理工大学为例
Research on the Relations of Applied Statistics Students “Learning Interest” “Learning Motivation” “Learning Anxiety” “Self-Efficacy” to Professional Courses—A Case Study of Changsha University of Science & Technology

为改进专业课程的教学质量，以长沙理工大学数学与统计学院统计学学生为研究对象，利用结构方程模型探究学生对统计学专业课程的学习兴趣、学习动机、自我效能以及学习焦虑之间的关系。研究结果表明提高专业课程的学习兴趣对提升自我效能和增强学习动机有显著影响，同时提升自我效能感对增强学习动机有显著影响，而提高学习兴趣对减少学习焦虑的影响不显著，减少学习焦虑对提升自我效能感和增强学习动机的影响也不显著。另外，学生对统计专业课程的学习焦虑主要通过加强老师对学生的关心与指导来减缓。
To improve the quality of teaching of professional courses, the structural equation model was used to explore the relationship among their learning interest, learning motivation, self-efficacy and learning anxiety by taking the students of the Department of Statistics in the School of Mathematics and Statistics of Changsha University of Science & Technology as the research object. The results showed that improving the learning interest of professional courses had a significant effect on reinforcing self-efficacy and enhancing learning motivation, while reinforcing self-efficacy had a significant impact on enhancing learning motivation, while improving learning interest had no significant effect on reducing learning anxiety, and reducing learning anxiety had no significant effect on reinforcing self-efficacy and enhancing learning motivation. In addition, students’ learning anxiety about statistics major courses can be alleviated by strengthening teachers’ concern and guidance to students.