Please use this identifier to cite or link to this item:
|Other Titles: ||The Reciprocal Effects Model between Math Self-concept and Math Achievement of Junior High School Students and Latent Mean Analysis in Gender|
math self-concept;reciprocal effects model;structural equation modeling;latent mean analysis
|Issue Date: ||2010-12-03
The purpose of this study was to develop a reciprocal effects model between the math self-concept and the math achievement in junior high school students. This study adopted longitudinal design, during 2006 to 2007. Subjects were 1153 junior high school students in Taiwan. Utilizing survey questionnaire procedure and structural equation modeling, results indicated that math self-concept has a positive effect on math achievement, and math achievement also has a positive effect on math self-concept. It means that there is a reciprocal effects model between the math self-concept and the math achievement. In addition, measurement invariance test was also substantiated on different gender. Math self-concept and math achievement was different between boys and girls. Suggestions were made for education, guidance and future research.
Key word：math self-concept、reciprocal effects model、structural equation modeling、latent mean analysis
|Appears in Collections:||[教育研究所] 博碩士論文|
Files in This Item:
All items in NCUEIR are protected by copyright, with all rights reserved.