用数据挖掘发现数学辅导中习得性无助的逃避行为模式
Apriori-based Analysis of Learned Helplessness in Mathematics Tutoring: Behavioral Patterns by Level, Intervention, and Outcome
- 用Apriori算法分析辅导日志中的行为模式
- 跳过题目不求助最易导致解题失败，坚持不跳反而更可能成功
- 高无助感学生更倾向逃避，干预组跳题行为与失败关联更强
本研究运用Apriori算法分析数学辅导系统日志中与习得性无助（LH）相关的行为交互模式。从三个维度考察：无助水平（低 vs. 高）、系统干预（有 vs. 无）、解题结果（解决 vs. 未解决）。全数据集分析显示，跳过题目但不使用提示是最常见的未解决结果关联行为，而坚持不跳等持续行为整体占比更低。按无助水平比较发现，低无助感学生更倾向于不跳题与解题之间的强关联，且使用提示与解题成功正相关；高无助感学生则表现出更多回避行为，跳题与未解决结果强关联。在干预条件对比中，无干预组在坚持行为与成功之间具有最高提升度，而有干预组中跳题行为与失败结果关联更强。结果特定分析表明，不跳题始终与解题成功相关，而无提示跳题则预示失败。研究提出实践建议。
原文摘要 · Abstract (English)
This study applied the Apriori algorithm to analyze behavioral interaction patterns associated with learned helplessness (LH) in mathematics tutoring system logs. Interaction data were examined across three dimensions: LH level (low vs. high), system-based intervention (with vs. without), and problem-solving outcomes (solved vs. unsolved). The analysis of the complete dataset showed that skipping problems without using hints was the most frequent pattern linked to unsolved outcomes, while persistence behaviors such as not skipping were less dominant overall. Comparisons by LH level showed that low-LH students had stronger links between problem solving and not skipping, as well as positive associations between hint use and solved outcomes. High-LH students showed more avoidance patterns, with skipping strongly tied to unsolved outcomes. In the comparison of system-based intervention conditions, students without intervention had the highest lift for persistence-success links, while the with-intervention group had stronger patterns involving skipping behaviors leading to unsolved outcomes. Outcome-specific analysis showed that not skipping was consistently associated with solved problems across all groups, while skipping without hints predicted unsolved outcomes. Practical implications and recommendations are discussed.
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