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http://ir.ncue.edu.tw/ir/handle/987654321/6779
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| 題名: | 高中學生數學自我概念、數學自我效能與數學學業成就關係之研究 |
| 其他題名: | The Relationships among Mathematics Self-concept, Mathematics Self-efficacy, and Mathematics Academic Achievement of Senior High School Students |
| 作者: | 沈珮綺 |
| 貢獻者: | 龔心怡
沈珮綺 |
| 關鍵詞: | 數學自我概念;數學自我效能;數學學業成就;結構方程模式
mathematics self-concept;mathematics self-efficacy;mathematics achievement;structural equation modeling |
| 日期: | 2009
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| 上傳時間: | 2010-12-03
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| 描述: | 碩士
教育研究所 |
| 摘要: | 本研究的目的在探討高中學生數學自我概念、數學自我效能與數學學業成就的關係，依據文獻探討建構出數學學業成就對數學自我概念和數學自我效能影響的技巧發展模式，以及數學自我概念和數學自我效能對數學學業成就影響的自我顯揚模式，再由高一、高二樣本資料進行模式的檢測，並比較在不同模式下，不同年級、地區的高中生其數學自我概念、數學自我效能與數學學業成就的差異性。本研究結果顯示：學生的數學學業成就對其數學自我概念和數學自我效能有正向的影響；學生的數學自我概念與數學自我效能對其日後的數學學業成就有正向的影響；數學自我效能對數學學業成就的影響大於數學自我概念對數學學業成就的影響。此外，本研究建構的高中生數學自我概念、數學自我效能與數學學業成就之技巧發展模式與自我顯揚模式具備跨樣本的有效性及延展性；不同年級學生的數學自我概念、數學自我效能與數學學業成就無顯著差異；在技巧發展模式下，城市學校學生的數學學業成就優於鄉村學校學生，而在數學自我概念及數學自我效能上則無顯著差異；在自我顯揚模式下，城市學校學生的數學自我概念、數學自我效能與數學學業成就皆高於鄉村學校學生。最後，本研究根據研究結果提出對數學教育及未來研究的建議。
The purpose of this study is to investigate the relationships among mathematics self-concept, mathematics self-efficacy, and mathematics achievement. A skill development model that mathematics achievement influences mathematics self-concept and mathematics self-efficacy, and a self-enhancement model that mathematics self-concept and mathematics self-efficacy influence mathematics achievement are examined. Latent mean analysis is conducted in senior high school students’ mathematics self-concept, mathematics self-efficacy, and mathematics achievement in different grades and areas. The results indicate that (1) students’ mathematics achievement has a positive effect on mathematics self-concept and mathematics self-efficacy; (2) students’ mathematics self-concept and mathematics self-efficacy have a positive effect on mathematics achievement; (3) the effect of mathematics self-efficacy is greater than mathematics self-concept while influencing mathematics achievement; (4) the skill development model and self-enhancement model in this study are cross-validated; (5)there are no difference on students’ mathematics self-concept, mathematics self-efficacy, and mathematics achievement in different grades; (6) in the skill development model, students’ mathematics achievement in the city schools are better than students in the country schools, but they have no difference on the mathematics self-concept and mathematics self-efficacy; (7) in the self-enhancement model, students’ mathematics self-concept, mathematics self-efficacy, and mathematics achievement in the city schools are better than students in the country schools. Suggestions are made for mathematics education and future research. |
| 顯示於類別: | [教育研究所] 博碩士論文
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