體驗區
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| 篇名 |
臺灣八年級生家庭學習資源、學習動機、自我教育期望與學習自信對數學學習成就影響之研究――以TIMSS 2019為例
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| 並列篇名 |
The Influence of Family Learning Resources, Learning Motivation, Self-Education Expectations and Self-Confidence on Taiwanese 8th Graders’ Mathematics Learning Achievement: Basis TIMSS 2019
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| 作者 |
姜繼旺(Chi-Wang Chiang)
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| 中文摘要 |
本研究探討臺灣八年級生的家庭學習資源、數學學習動機、自我教育期望與數學學習自信和數學學習成就的關聯性，以TIMSS 2019資料庫的4,915名學生為樣本。獲得結論如下：一、臺灣八年級生之自我教育期望達大學教育水平，數學學習動機與數學學習自信稍顯不足。二、學生的家庭學習資源藉由數學外在學習動機對數學學習成就的影響屬於部分中介效果，然而數學內在學習動機則不具中介效果。三、學生家庭學習資源藉由自我教育期望對數學學習成就的影響屬於部分中介效果。四、學生家庭學習資源透過數學學習自信對數學學習成就的影響屬於部分中介效果。五、家庭學習資源對數學學習動機、自我教育期望、數學學習自信、數學學習成就都有直接影響。六、學生自我教育期望的中介效果最明顯。本研究特色在於以平行中介模式分析發現，臺灣八年級生特質因素在家庭資源與數學學習成就之間都具有中介效果。針對上述結論，本研究深入討論，並提出教育實務及未來研究建議。
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| 英文摘要 |
The purpose of this study tried to find out the relationship among family learning resources, learning motivation, self-education expectations, self-confidence and mathematics learning achievement of Taiwanese 8th graders. The research data was TIMSS 2019 data base, a sample of 4,915 Taiwanese grade eight students. And dawn the following conclusions: 1. The self-education expectations of Taiwanese grade eight students were above university level, and their learning motivation, self-education expectations were close to average. 2. Students’ extrinsic learning motivation in mathematics had intermediary effect between family learning resources and mathematics learning achievement, but students’ intrinsic motivation didn’t. 3. Students’ self-education expectations had mediated effect between family learning resources and mathematics learning achievement. 4. Students’ self-efficacy had mediated effect between family learning resources and mathematics learning achievement. 5. Students’ family learning resources had direct effects on learning motivation, self-education expectations, self-confidence and mathematics learning achievement respectively. 6. The mediated effect of students’ self-education expectations was the most significant in these intervening variables. The contributions of this study lied in the analysis of the parallel mediation model, which found that Taiwanese grade eighth students’ trait factors had mediated effect between family resources and mathematics learning achievement. Based on the above conclusions, this study discussed in depth, and made recommendations to provide reference for the government, schools, teachers, parents, students, and future research.
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| 頁次 |
114-136
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| 關鍵詞 |
自我教育期望
、家庭學習資源
、數學學習成就
、數學學習自信
、數學學習動機
、family learning resources
、learning motivation
、mathematics learning achievement
、self-confidence
、self-education expectations
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| 卷期 |
150
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| 日期 |
202403
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| 刊名 |
學校行政
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| 出版單位 |
社團法人中華民國學校行政研究學會
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| DOI |
10.6423/HHHC.202403_(150).0005
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