中文摘要 本研究旨在探討家庭背景、數學能力與學習態度對國中生數學成就之關聯性。研究方法主要採用文獻探討及問卷調查法,依據蒐集之相關文獻分析,再以敘述統計、單因子多變量變異數分析、Pearson積差相關、多元迴歸分析等統計方法進行分析。 主要研究結果歸納如下: 一、 不同家庭結構、補習狀況與否、曾參加學校以外的數學競試與否、擅長科目不同、父親教育程度、母親教育程度,以及母親職業對於國中生的數學成就皆有顯著差異。 二、 數學能力與學習態度對國中生數學成就皆在中上程度,而且其對數學成就 皆呈現顯著正相關。 三、 本研究發現,在「背景變項(包含個人及家庭)」、「數學能力」、「學習態度」對數學學業成就有顯著的預測力。
Abstract The purpose of the study is to discuss how junior high school students’ family backgrounds, mathematics proficiency ,and learning attitudes affect their mathematics achievements. First survey data are obtained from 538 questionnaires. The research use narration statistics, single factor multivariable variance analysis, Pearson accumulated rate correlation coefficient and multiple regression model,to check their respective impacts. The results of the study can be summized as follows: 1.Variables of different family structures,students attending cram schools,joining in after-school mathematics competitions,talent, parents’ level of education,and mother’s career have significent influence on student mathematics achievements. 2.Students with higher mathematics proficiency and better learning attitudes have above-average mathematics achievements;and there are positive relationships among these variables. 3.Both individual and family background,mathematics proficiency, and learning attitudes can significantly predict students’mathematics achievements.