Title

數學焦慮認知與情意影響數學內在動機、自我概念與成就之模式:以PISA 2003香港資料為例

Authors

林姿諭

Key Words

數學焦慮 ; 數學內在動機 ; 數學自我概念 ; 數學成就 ; Mathematics Anxiety ; Mathematics Intrinsic Motivation ; Mathematics Self-Concept ; Mathematics Achievement

PublicationName

政治大學教育研究所學位論文

Volume or Term/Year and Month of Publication

2006年

Academic Degree Category

碩士

Advisor

邱美秀

Content Language

繁體中文

Chinese Abstract

本研究運用PISA 2003資料庫為例,說明數學焦慮之認知與情意,如何影響學生數學內在動機、自我概念與成就的機制。本研究的研究對象,為香港十五歲學生,並採取整列剔除法(listwise deletion)刪除作答不全的缺失值與極端值,共計取得有效樣本為4,397人,其中男生2,168位,女生2,229位。研究結果顯示:第一、數學焦慮之認知與情意模式獲得驗證;第二、數學焦慮之認知與情意除了直接影響數學成就之外,還能經由數學內在動機與自我概念,對數學成就產生間接影響。

English Abstract

The purpose of the present study was to assess the influence of mathematics anxiety (including the cognitive and affective dimensions), mathematics intrinsic motivation, and mathematics self-concept on mathematics achievement. Participants were 4,397 9th-grade students from Hong Kong who attended PISA 2003 study. The results of confirmatory factor analyses supported the theoretical distinction between cognitive and affective dimensions of mathematics anxiety. The analysis of structural equation modeling confirmed that the cognitive and affective dimensions of mathematics anxiety can predict mathematics achievement through the mediating effect of mathematics intrinsic motivation and mathematics self-concept.

Topic Category 教育學院 > 教育研究所
社會科學 > 教育學
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