台灣國二學生數學學習成就之相關因素研究：以TIMSS 2007問卷為例

李雯雅

doi:10.6342/NTU.2009.02697

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台灣國二學生數學學習成就之相關因素研究：以TIMSS 2007問卷為例

李雯雅 , Masters　　Advisor：翁秉仁　　

繁體中文 DOI： 10.6342/NTU.2009.02697

TIMSS ；數學學習成就；國中二年級；學校因素；家庭因素； SEM ； Trends in International Mathematics and Science Study (TIMSS) ； mathematics achievement ； eighth grade ； school factors ； family factors ； structural equation modeling (SEM)

Abstract │ Reference (82) │ Times Cited (2) │ Altmetrics

Abstract 〈TOP〉

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The purpose of this study was to examine the relationship between students’ mathematics achievement and some related factors, including family factors, individual factors, and school factors. Besides, a factor model relating students’ mathematics achievement was constructed further. This was a secondary analysis of data from Taiwan’s eighth grade students in TIMSS 2007, and the sample consisted of 4046 participants. The main statistical methods applied to this study are Pearson’s product-moment correlation, factor analysis, and structural equation modeling (SEM). The major findings of this study are described as follows.
1.Among the family factors discussed in this study, the major effects on students’ mathematics achievement are “self-expectation about education level”, “the amount of books in home’, and “highest education level of either parent”.
2.Among the individual factors discussed in this study, the importance to students’ mathematics achievement are ranked as “self-confidence in learning mathematics”, “positive attitude toward mathematics”, and “values and motivations about mathematics”.
3.Among the school factors discussed in this study, the major effects on students’ mathematics achievement are “the percentage of students come from economically disadvantaged/affluent homes”, “class size”, and “the number of people within the school district”.
4.Regarding the proposed factor model, most goodness of fit indices demonstrated an acceptable fit with the Taiwan sample in TIMSS 2007. And about 62% of total variance of achievement can be accounted for by the factors in this model.
5.As a whole, the family and individual factors have the relatively major effects on students’ mathematics achievement in contrast with the school factors.

Reference ( 82 ) 〈TOP〉

吳明隆、葛建志（2006）。國民小學學生數學歸因信念、數學態度、數學焦慮與數學成就之相關研究。高雄師大學報，21 (3)，1-18。
連結：
李茂能（2008）。SEM適配度指標的潛藏問題：最佳模式難求。測驗統計年刊，16 (2)，17-30。
連結：
林志哲（2007）。以結構方程模式驗證期望、價值與數學成就的關係。國立高雄師範大學教育學刊，29，103-127。
連結：
林亮雯（2004）。James S. Coleman社會資本論及其教育應用－TEPS之檢證。國立臺灣師範大學碩士論文。未出版，台北市。
連結：
林姿諭（2007）。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。國立政治大學碩士論文。未出版，台北市。
連結：

Times Cited (2) 〈TOP〉

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