數學焦慮與自我概念對動機與成就中介效果之探討：以PISA 2003香港資料為例

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數學焦慮與自我概念對動機與成就中介效果之探討：以PISA 2003香港資料為例

The Mediating Effects of Mathematics Anxiety and Self-concept on the Motiviaion and Achievement: The Hong Kong Case of PISA 2003

韓珮華 , Masters　　Advisor：余民寧　　

繁體中文

內在動機；工具性動機；中介變項；負向壓抑變項；結構方程式模型； intrinsic motivation ； instrumental motivation ； mediator variable ； negative suppressor variable ； Structural Equation Modeling(SEM)

Abstract │ Reference (107) │ Times Cited (4) │ Altmetrics

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Recently, establishing and analyzing databases becomes a trend in the field of education research. This study took PISA 2003 database as an example to create a psychometric model of factors that influence mathematics achievement. Based on the literature review, the researcher decided to put influential factors, including intrinsic motivation, instrumental motivation, mathematics anxiety, self-concept, and mathematics achievement into the model. Afterwards, through cross-validation the present study had verified the model stability.

In the aspect of statistic analysis, the descriptive static shows HK students’ general learning tendency. Moreover, the exploratory factor analysis confirmed the reliability and validity of the questionnaires. Lastly, the structural equation modeling(SEM) was used to set structural model. The valid samples were 4,389 15-year-old students.
  According to the results, intrinsic motivation and instrumental motivation had no direct effect on mathematics achievement and had indirect effect through mathematics anxiety and self-concept. The results were summarized as follows:
1.Students had more instrumental motivation than intrinsic one.
2.Mathematics anxiety was a mediator variable between motivations and mathematics achievement.
3.Self-concept was a mediator variable between intrinsic motivations and mathematics achievement.
4.Self-concept was a mediator variable between mathematics anxiety and mathematics achievement.
5.Instrumental motivation was a negative suppressor variable among intrinsic motivation, instrumental motivation, and mathematics anxiety.
6.Instrumental motivation was a negative suppressor variable among intrinsic motivation, instrumental motivation, and self-concept.

Finally, according to the findings, implications and suggestions for teaching of mathematics and future research were discussed.

Reference ( 107 ) 〈TOP〉

李仁豪（2005）。以結構方程模式探討並驗證成就目標與學習行為的關係。教育與心理研究，28(3)，551-580。
連結：
周祝瑛（2006）。教改總體檢已是時候。臺灣教育，637，2-9。
連結：
周麗玉（2006）。臺灣中小學教育改革問題。臺灣教育，639，2-9。
連結：
曹博盛（2005）。TIMSS 2003臺灣國中二年級學生的數學成就及其相關因素之探討。科學教育，283，2-34。
連結：
程炳林、林清山（2002）。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報，34(1)，43-30。
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Times Cited (4) 〈TOP〉

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