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Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/33000
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dc.contributor.advisor邱美秀zh_TW
dc.contributor.advisorChiu, Mei-Shiuen_US
dc.contributor.author盧玟伶zh_TW
dc.contributor.authorLu, Wen-Lingen_US
dc.creator盧玟伶zh_TW
dc.creatorLu, Wen-Lingen_US
dc.date2007en_US
dc.date.accessioned2009-09-17T07:03:33Z-
dc.date.available2009-09-17T07:03:33Z-
dc.date.issued2009-09-17T07:03:33Z-
dc.identifierG0094152033en_US
dc.identifier.urihttps://nccur.lib.nccu.edu.tw/handle/140.119/33000-
dc.description碩士zh_TW
dc.description國立政治大學zh_TW
dc.description教育研究所zh_TW
dc.description94152033zh_TW
dc.description96zh_TW
dc.description.abstract本研究目的，在利用PISA 2003資料庫為例，分辨數學自我概念、自我效能與數學成就關係之模式的建構。本研究選香港為研究對象，以參加PISA 2003的4402名香港的15歲學生為樣本來進行本研究。本研究運用探索性因素分析(EFA)檢視自我概念與自我效能之測量指標的信效度。分析結果顯示，「自我概念」與「自我效能」的測量模式的建構達良好的信效度。另一研究結果顯示，學生數學自我概念對數學成就之間沒有直接的影響效果，但會透過數學自我效能此中介變項，而產生對數學成就的間接影響效果。此外，在雙交叉驗證方面，顯示研究二組樣本具有交叉效度，研究模式之接受性均相當高。zh_TW
dc.description.abstractThe purpose of this study was to examine the relationship among self-concept, self-efficacy, and performance in mathematics. The PISA 2003 Hong Kong data was used as an example. There were 4402 15-year-old participants in this survey. Explore factor analysis was used to identify the good measurement models of self-concept and self-efficacy in PISA 2003. The results showed that the measurement models had high reliability and validity. The other result showed self concept had no direct effects on the mathematics achievement. But under the mediation of the mediator, such as self-efficacy, there was indirect effect on the mathematics achievement. Analysis also showed that the two sets of samples have presented cross validity, the research model is highly acceptable.en_US
dc.description.tableofcontentsChapter One INRODUCTION \n1.1 Research Motivation\n1.1.1 Why Self-concept and Self-efficacy are chosen?\n1.1.2 Why Choose Mathematics?\n1.1.3 Why Use PISA Database?\n1.2 Purpose of Research\n1.3 Research Hypothesis\n1.4 Definition\nChapter Two LITERATURE REVIEW\n2.1 Self-Concept and Its Relationship with Achievement\n2.1.1 Definitions of Self-Concept\n2.1.2 Components of Self-Concept\n2.1.3 Academic Self-Concept and Academic Performances\n2.2 Self-Efficacy and Its Relationship with Achievement\n2.2.1 Definition of Self-Efficacy\n2.2.2 Academic Self-efficacy and Academic Performances\n2.3 Comparison between Academic Self-concept and Academic Self-Efficacy\n2.4 Comparison between the Roles of Academic Self-Concept and Academic Self-Efficacy in Achievement\nChapter Three RESEARCH METHOD\n3.1 Research Structure\n3.2 Data Source and Sample\n3.3 Research Constructs\n 3.4 Statistical Analysis\nChapter Four RESULT\n4.1 Component Structure of Mathematics Self-Concept and Mathematics Self-Efficacy\n4.2 Relationship Among Self-Concept, Self-Efficacy, and Achievement\n4.2.1 Correlation Matrix of Measurement Variables\n4.2.2 Parameter Estimation \n4.2.3 Assessment of Model Fit\n4.2.3.1 Basic Model Fit of “Relationships among Self-Concept, Self-Efficacy and Achievement”\n4.2.3.2 Overall Model Fit of “Relationships among Self-Concept, Self-Efficacy and Achievement”\n4.2.3.3 Structural Model Fit of “Relationships among Self-Concept, Self-Efficacy and Achievement”\n4.2.4 Effect between Latent Variables\n4.2.5 Testing Mediation\n4.2.6 Cross Validation\nChapter Five DISCUSSION AND CONCLUSION\n 5.1 Measurement Models of Self-Concept and Self-Efficacy\n 5.2 The Predictive Utility of Self-Efficacy and Self-Concept\n 5.3 Implications for Educational Practice\n 5.4 Limitations and Suggestions\nREFERENCE \nAPPENDIX 1 \nAPPENDIX 2 \nAPPENDIX 3 \nAPPENDIX 4zh_TW
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dc.source.urihttp://thesis.lib.nccu.edu.tw/record/#G0094152033en_US
dc.subject交叉驗證zh_TW
dc.subject中介變項zh_TW
dc.subjectPISA資料庫zh_TW
dc.subject自我概念zh_TW
dc.subject自我成就zh_TW
dc.subject數學成就zh_TW
dc.subjectcross validationen_US
dc.subjectmediationen_US
dc.subjectPISA databaseen_US
dc.subjectself-concepten_US
dc.subjectself-efficacyen_US
dc.subjectmathematics achievementen_US
dc.title國中生數學自我概念、自我效能與成就關係之探討: 以PISA2003香港資料為例zh_TW
dc.titleThe Relationship among Self-Concept, Self-Efficacy, and Performance in Mathematics: The PISA 2003 Hong Kong Dataen_US
dc.typethesisen
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