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NCUEIR > College of Education > Graduate Institute of Education > Dissertations and Theses > Item 987654321/6800

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Title:	國中學生數學自我概念與數學學業成就之交互效果模式及性別在兩者之潛在平均數分析
Other Titles:	The Reciprocal Effects Model between Math Self-concept and Math Achievement of Junior High School Students and Latent Mean Analysis in Gender
Authors:	余芷芸
Contributors:	龔心怡余芷芸
Keywords:	數學自我概念;交互效果模式;結構方程模式;潛在平均數分析 math self-concept;reciprocal effects model;structural equation modeling;latent mean analysis
Date:	2009
Issue Date:	2010-12-03
Description:	碩士教育研究所
Abstract:	本研究目的是根據文獻建構並檢驗國中學生數學自我概念與數學學業成就之交互效果模式。研究採取縱貫設計，由95學年度起至96學年度止，共進行兩年的追蹤。研究對象為台灣14所國中之學生共1153位，採取問卷調查法並以結構方程模式探討數學自我概念與數學學業成就之交互效果模式。本研究之結果發現數學自我概念對數學學業成就有正向顯著影響；數學學業成就對數學自我概念有顯著影響，亦即兩者間之交互效果模式得到支持。此外，此模式在不同性別上具有測量恆等性，並且在不同性別上有顯著的差異。最後根據研究結果提出各項建議，供教學、輔導及未來研究的參考。關鍵字：數學自我概念、交互效果模式、結構方程模式、潛在平均數分析 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:	[Graduate Institute of Education] Dissertations and Theses

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