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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6632

Title: 雲林縣國中、小學生成就目標導向、認知投入、考試焦慮與學業成就之關係研究-以數學領域為例
Authors: 王永裕
Contributors: 吳璧如
王永裕
Keywords: 成就目標導向;認知投入;考試焦慮;學業成就
achievement goal orientations;cognitive engagement;test anxiety;academic achievement
Date: 2006
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 本研究主要目的在探討國中、小學生就目標導向、認知投入、考試焦慮與學業成就的關係。本研究採用問卷調查法,以雲林縣746位國中、小學生為研究對象,採描述性統計、單因子多變量變異數分析、階層式集群分析、單因子變異數分析、積差相關分析、典型相關分析、多元迴歸分析等統計方法分析資料。研究結果如下:

一、國中、小學生較傾向於持趨向精熟目標。
二、國中、小學生有時候會有積極的認知投入。
三、國中、小學生的考試焦慮情形並不嚴重。
四、不同背景變項國中、小學生的認知投入、考試焦慮有顯著差異。
五、不同成就目標導向型態的國中、小學生在認知投入、考試焦慮及學業成就有顯著差異。
六、國中、小學生的成就目標導向與學業成就有相關。
七、國中、小學生的成就目標導向與認知投入有相關。
八、國中、小學生的成就目標導向與考試焦慮有相關。
九、國中、小學生的認知投入與學業成就有相關。
十、國中、小學生的考試焦慮與學業成就有相關。
十一、國中、小學生的認知投入在成就目標導向與學業成就間具有中介作用。
十二、國中、小學生的考試焦慮在成就目標導向與學業成就間具有中介作用。
十三、國中、小學生的背景變項、成就目標導向、認知投入、及考試焦慮對學業成就具有顯著預測作用。
The purpose of this study was to explore the relationships between achievement goal orientations, cognitive engagement, test anxiety to academic achievement in math among students from grades five through nine. The survey data were collected from 746 students in Yulin County. The descriptive statistics, one-way MANOVA, hierarchical cluster analysis, one-way ANOVA, Pearson’s product-moment correlation, canonical correlation, and multiple regression analysis were used to analyze data.
The findings of the study indicated that students inclined to hold the approach mastery goal. The degree of their cognitive engagement was moderate. The level of their test anxiety was not high. There were significant differences in the students’ cognitive engagement and test anxiety in relation to background variables. The patterns of achievement goal orientations had significant differences in students’ cognitive engagement, test anxiety, and academic achievement. The students’ achievement goal orientations, cognitive engagement, test anxiety, and academic achievement were correlated to each other. The effects of their achievement goal orientations on academic achievement were mediated by cognitive engagement and test anxiety. The students’ background variables, achievement goal orientations, cognitive engagement, and test anxiety were significant predictors for their academic achievement.
Appears in Collections:[Graduate Institute of Education] Dissertations and Theses

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