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題名: 國中生數學自我效能與數學學業成就關係之研究
作者: 柯曉玲
貢獻者: 龔心怡
柯曉玲
關鍵詞: 數學自我效能;數學學業成就;二階測量模式;縱貫研究
mathematics self-efficacy;mathematics achievement;second-order measurement model;longitudinal study
日期: 2009
上傳時間: 2010-12-03
描述: 碩士
教育研究所
摘要: 本研究主要目的在探討國中生數學自我效能與數學學業成就的關係。本研究採用問卷調查法,以95學年度就讀北、中、南地區國中一年級1067位學生為研究對象,進行兩年的縱貫研究,並以結構方程模式建構出數學自我效能的二階測量模式及國中生數學自我效能與數學學業成就之結構模式,並進行性別間的多樣本分析。
本研究之結果發現數學學業成就對於數學自我效能有直接的影響,即技巧發展模式成立;數學自我效能對數學學業成就有直接影響,即自我顯揚模式成立,亦即數學自我效能與數學學業成就間有相互效果模式存在,且技巧發展效果較自我顯揚效果為強;另外一年級與二年級學生在數學自我效能和數學學業成就有縱貫效果存在;此外模式在不同性別上具有測量恆等性,在潛在平均數分析中,數學自我效能上,一年級男生與二年級男生皆顯著高於女生;在數學學業成就中,不同性別在ㄧ年級無顯著差異,二年級則女生顯著高於男生。最後依研究結果,提出各項建議,供教育及未來研究參考。
The purpose of this study was to explore the relationship between junior high students’ mathematics self-efficacy and mathematics achievement. This research was conducted with the survey questionnaire, focusing on 1067 seventh graders students in junior high in northern, central and southern Taiwan. This was a two-year longitudinal research design, develop second-order measurement model of mathematics self-efficacy and structure model of junior high students’ mathematics self-efficacy and mathematics achievement with structural equation modeling. Multi-sample analysis was examined on different gender.
The result indicates that the mathematics achievement has a direct influence on mathematics self-efficacy; that is, the skill development model is evident. Mathematics achievement has a direct influence on mathematics self-efficacy; that is, self-enhancement model is evident. Therefore the reciprocal effects model exists between mathematics achievement and mathematics self-efficacy, and the skill development effect is more stronger than self-enhancement effect. In additional, the longitudinal effect exists between mathematics self-efficacy and mathematics achievement for seventh and eighth graders. Moreover, measurement invariance model is hold. In latent means analysis, boys have higher mathematics self-efficacy than girls in seventh and eighth grade. As for mathematics achievement, there is no significantly difference in gender for seventh graders, but girls are significantly higher than boys in eighth grader. According to the result suggestions are provided for future researches.
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