國中學生數學學習態度、學習困擾、因應策略與學習成效之關聯性探討-以桃園市某國中為例

A Study on the Relationships among Mathematics Learning Attitude, Learning Disturbance, Coping Strategy and Learning Achievement - An Example of Junior High School in Taoyuan City

張秀萍(Xiu-Ping Zhang)

指導教授 ： 李筱丰

健行科技大學/管理學院/企業管理系碩士在職專班/碩士(2017年)

摘要

本研究旨在探討桃園市大溪國中學生數學學習態度、學習困擾、因應策略與學習成效之關聯性。以問卷調查法進行研究，對大溪國中321位學生進行問卷調查，最後獲得的有效樣本共計316份，並以描述性統計之平均數與標準差、皮爾森相關分析、獨立樣本t檢定、單因子變異數分析、雪費事後檢定、多元迴歸分析等方法進行資料處理。依據分析結果，獲致結論如下：
一、不同背景的學生在數學不良學習態度上有顯著差異。
二、不同背景的學生在數學學習困擾上有顯著差異。
三、不同背景的學生在數學因應策略上有顯著差異。
四、不同背景的學生在數學學習成效上有顯著差異。
五、數學不良學習態度對學習成效，有顯著負向影響。
六、數學學習困擾對學習成效，有顯著負向影響。
八、不良學習態度對數學學習困擾，有顯著正向影響。
九、不良學習態度對數學因應策略，有顯著負向影響。
十、學習困擾與因應策略，有顯著負向影響。
十一、學習困擾是不良學習態度對學業成績之影響產生中介效果。

關鍵字

數學 ； 學習態度 ； 學習困擾 ； 因應策略 ； 學習成效

並列摘要

The aim of this study is to explore the relationship between learning attitude, learning distress, coping strategies and learning achievement of Daxi junior high school students in Taoyuan City. In this study, we conducted a questionnaire survey to study 321 students in Daxi junior high school. Finally, the effective samples were 316. The questionaires were analyzed by descriptive statistics, Pearson correlation analysis, independent sample T test, single factor variance analysis, Scheffe post hoc test, multi factor regression analysis and other methods for data processing. The results of the study are as follows:
1. There are significant differences in learning attitude of students with different backgrounds.
2. Different background students in mathematics learning distress are significantly different.
3. Different background students in mathematical coping strategies are significantly different.
4. There are significant differences in learning achievement of students with different backgrounds.
5. Poor math learning attitude has a significant negative influence on learning achievement.
6. Math learning distress has a significant negative influence on learning achievement.
7. Mathematical coping strategies have a significant positive influence on learning achievement.
8. Poor learning attitude has a significant positive influence on math learning distress.
9. Poor learning attitude has a significant negative influence on mathematical coping strategies.
10. There is a significant negative influence on learning distress and coping strategies .
11. Learning distress is the mediating effect of academic performance influenced by poor learning attitude.

並列關鍵字

mathematics ； learning attitude ； learning distress ； coping strategies ； learning achievement

參考文獻

一、中文部分

1. 丁一顧(1996)。國民小學教師情境領導行為與學生學習態度、學業成就關係之研

究。台北市：臺北市師範學院綜合教育學系研究所。

2. 尤思淳(2010)。台南市國民小學中年級學生知覺數學學習困擾來源及其因應策略

3. 王國忠(2007)。學生學習意願與學習困擾因素之探討。高雄市：義守大學管理研