國中學生數學自我概念與數學學業成就相互效果模式之縱貫研究－性別差異與城鄉差距之觀點

The Longitudinal Reciprocal Effects Model of Junior High School Students' Mathematics Self-Concept and Mathematics Achievement: The Perspectives of Gender and Urban/Rural Differences

龔心怡(Hsin-Yi Kung) ； 李靜儀(Ching-Yi Lee)

《科學教育學刊》 24卷S期 (2016/12) Pp. 511-536

https://doi.org/10.6173/CJSE.2016.24S.04

摘要

本研究旨在以縱貫研究設計來探究國中學生的數學自我概念與數學學業成就的相互效果模式，再進一步從多元文化的觀點著手，分析在數學自我概念與數學學業成就變項上的性別差異與城鄉差距，及這些差距是否有縱貫的跨時間性。本研究以七年級至九年級三個波次共1,025位國中學生為研究樣本，藉由追蹤資料之結構方程模式分析後，獲致結果如下：一、整體模式所獲得的適配度指標顯示模式可被接受，數學自我概念與數學學業成就相互效果模式獲得支持；二、國中學生的數學自我概念與數學學業成就具有跨時間性的性別差異，男生在三波次的數學自我概念皆顯著地高於女生，但女生的成就表現顯著地高於男生；三、國中學生的數學自我概念與數學學業成就呈現橫跨不同年級的城鄉差距，城市地區學生在三波次的數學自我概念與數學學業成就皆顯著地高於鄉鎮地區學生。最後根據研究結果提出建議，提供數學教育及後續研究之參考。

關鍵字

性別差異 ； 相互效果模式 ； 城鄉差距 ； 數學自我概念 ； 數學學業成就

並列摘要

This study drew on the multidimensional-multifaceted theory of self-concept to examine the relations between mathematics self-concept and mathematics achievement with a three-wave longitudinal design. Using the multicultural perspectives, the study also investigated the gender and urban/rural differences on mathematics self-concept and mathematics achievement over time. Utilizing structural equation modeling, 1,025 junior high school students participated in the three-wave longitudinal study. The results revealed that: 1. A reciprocal effects model between mathematics self-concept and mathematics achievement was proposed and indicated a reasonable goodness-of-fit. 2. There were significant gender differences on mathematics self-concept and mathematics achievement over time. While boys tended to have higher mathematics self-concept, girls tended to have higher mathematics achievement. 3. Student’s mathematics self-concept and mathematics achievement had urban/rural differences over time. Urban students tended to have higher mathematics self-concept and mathematics achievement than their rural counterparts. Implications and suggestions were discussed and provided to enhance students’ mathematics learning.

並列關鍵字

Gender Difference ； Reciprocal Effects Model ； Urban/Rural Difference ； Mathematics Self-Concept ； Mathematics Achievement

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