نوع المستند : المقالة الأصلية
المؤلفون
1 مدرس المناهج وطرق التدريس "رياضيات"، کلية التربية – جامعة سوهاج
2 مدرس علم النفس التربوي، کلية التربية – جامعة سوهاج
المستخلص
الكلمات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
The study aimed to investigate the effect of mental motivation and mathematical beliefs and the interaction between them on the academic achievement of the students of the Faculty of Education, Mathematics Department. To achieve this, the instruments of study (a scale of mental motivation of mathematics - a scale of mathematical beliefs) have been administrated to a sample of (307) students in the first division, Mathematics Department, Faculty of Education, Sohag for the academic year 2017-2018.
The study revealed the following findings:
- The mental motivation of mathematics in the students of the first division, Mathematics Division, Faculty of Education is low.
- There are statistically significant differences in the mental motivation of mathematics due to the gender variable in favor of females.
- the effect size of mental focus including orientation towards learning and mental motivation as a whole in the academic achievement of the students of the first year, the Mathematics Division, Faculty of Education is strong. The post-creative (creative solution to problems, cognitive integration) in academic achievement was bare.
- Mathematical beliefs among the students of the first year, Mathematics Department, Faculty of Education negative, except the importance of mathematics, the students' beliefs were positive.
- There are no statistically significant differences in the mathematical beliefs attributed to gender variable except after the nature of mathematics, the differences were in favor of females.
- The effect size of mathematical beliefs in the academic achievement of the students of the first division, Mathematics Division, Faculty of Education was strong.
- The correlation between mental motivation and mathematical beliefs has a statistically significant effect on the academic achievement of the students of the first division, Mathematics Department, Faculty of Education.
In light of the findings of study, some recommendations and suggestions were presented.
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