文献类型：期刊文献

英文题名：Turning Potential Flexibility Into Flexible Performance: Moderating Effect of Self-Efficacy and Use of Flexible Cognition

作者：Liu, Ru-De[1];Wang, Jia[2];Star, Jon R.[3];Zhen, Rui[1];Jiang, Rong-Huan[1];Fu, Xin-Chen[1]

第一作者：Liu, Ru-De

通讯作者：Wang, J[1]

机构：[1]Beijing Normal Univ, Fac Psychol, Inst Dev Psychol, Beijing Key Lab Appl Expt Psychol, Beijing, Peoples R China;[2]Beijing Union Univ, Teachers Coll, Beijing, Peoples R China;[3]Harvard Univ, Grad Sch Educ, Cambridge, MA 02138 USA

第一机构：Beijing Normal Univ, Fac Psychol, Inst Dev Psychol, Beijing Key Lab Appl Expt Psychol, Beijing, Peoples R China

通讯机构：[1]corresponding author), Beijing Union Univ, Teachers Coll, Beijing, Peoples R China.|[1141711]北京联合大学师范学院;[11417]北京联合大学;

年份：2018

卷号：9

期号：MAY

外文期刊名：FRONTIERS IN PSYCHOLOGY

收录：;Scopus(收录号：2-s2.0-85047010252);WOS:【SSCI(收录号:WOS:000431445100001)】；

基金：This study was supported by the Project of Humanities and Social Sciences Key Research Base in Ministry of Education of the People's Republic of China (15JJD190001).

语种：英文

外文关键词：mathematical flexibility; potential flexibility; practical flexibility; self-efficacy; use of flexible cognition

摘要：This study examined the relationship between two types of mathematical flexibility potential flexibility, which indicates individuals' knowledge of multiple strategies and strategy efficiency, and practical flexibility, which refers to individuals' flexible performances when solving math problems. Both types of flexibility were assessed in the domain of linear equation solving. Furthermore, two types of beliefs - self-efficacy and use of flexible cognition (UFC) - were investigated as potential moderators between potential and practical flexibility. 121 8th grade students from China took part in this study. Results indicate that potential flexibility positively predicted practical flexibility. Additionally, self-efficacy and UFC might moderate the relationship between these two types of flexibility, suggesting that potential flexibility may lead to different degrees of practical flexibility depending on different levels of beliefs. Implications of these findings for research on mathematical flexibility and for educational practice are discussed.