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題名 焦慮與動機影響數學學習之縱貫研究
A longitudinal study of the effect of anxiety and motivation on the learning of mathematics
作者 王金香
貢獻者 余民寧
王金香
關鍵詞 數學焦慮
數學學習動機
數學學業成就
潛在成長模式
縱貫研究
math anxiety
math learning motivation
math academic achievement
latent growth model
longitudinal study
日期 2010
上傳時間 9-May-2016 15:45:10 (UTC+8)
摘要 本研究主要目的是以文獻分析、問卷調查、潛在成長模式等方法探討數學焦慮、數學學習動機與數學學業成就等三個變項的縱貫模式及因果結構模式。根據五百二十九位國三學生所填的五波調查問卷資料，進行兩部分研究。
     
     研究一乃在估算數學焦慮、數學學習動機、數學學業成就的潛在改變量模式及
     數學焦慮、數學學習動機、數學學業成就兩兩之間的因果結構模式。結果發現1.數學焦慮縱貫模式上，符合「焦慮遞增理論」；2.數學學習動機縱貫模式上，符合「動機先升後降理論」；3.數學學業成就縱貫模式上，符合「成就先升後降理論」； 4.數學焦慮與數學學習動機因果結構模式上，符合「動機焦慮交互激發效果理論」；5.數學焦慮與數學學業成就因果結構模式上，符合「焦慮成就交互抑制效果理論」；6.數學學習動機與數學學業成就因果結構模式上，符合「動機成就交互激發效果理論」。
     
     研究二則依據研究一二變項因果結構統計驗證成立的三套理論，建構出三變項因果結構六模式，並驗證有無中介效果。結果顯示，1.前焦慮、中動機、後學業成就因果模式上，符合「動機未完全中介前焦慮、後學業成就理論」；2. 前動機、中焦慮、後學業成就因果模式上，符合「焦慮未完全中介前動機、後學業成就理論」；3.前焦慮、中學業成就、後動機因果模式上，符合「學業成就未完全中介前焦慮、後動機理論」；4.前學業成就、中焦慮、後動機因果模式上，符合「焦慮未完全中介前學業成就、後動機理論」；5. 前動機、中學業成就、後焦慮因果模式上，符合「學業成就未完全中介前動機、後焦慮理論」；6.前學業成就、中動機、後焦慮因果模式上，符合「動機未完全中介前學業成就、後焦慮理論」。
     
     除了上述結果外，研究也對數學焦慮、數學學習動機與數學學業成就縱貫模式的趨勢與時間效果量，國三學生轉折點界定，數學焦慮、數學學習動機與數學學業成就適當模式產出及個別中介角色剖析有深入探討。
This study, using literature review, questionnaire survey, and latent growth model, investigated the longitudinal model and causal model among math anxiety, learning motivation, and academic achievement. After collecting 529 students with 5 waves, I conducted two studies.
     
     The purpose of study 1 was to estimate the latent change model and the causal model of math anxiety, learning motivation, and academic achievement. Results showed that 1. The anxiety increasing theory was supported by the math anxiety longitudinal model. 2. The first increasing then decreasing theory was supported by the math learning motivation longitudinal model. 3. The first increasing then decreasing theory was supported by the math academic achievement longitudinal model. 4. The reciprocal activated effect theory was supported by the math anxiety and learning motivation causal models. 5. The reciprocal inhibitive effect theory was supported by the math anxiety and academic achievement causal models. 6. The reciprocal activated effect theory was supported by the math learning motivation and academic achievement causal models.
     According to the final three theories stated above and proved by study 1, I constructed the six causal models in order to verify the mediated effects of math anxiety, math learning motivation, and math academic achievement. I found that 1. Math learning motivation did not mediate fully the effects on early math anxiety and late math academic achievement. 2. Math anxiety did not mediate fully the effects on early math learning motivation and late math academic achievement. 3. Math academic achievement did not mediate fully the effects on early math anxiety and late math learning motivation. 4. Math anxiety did not mediate fully the effects on early math academic achievement and late math learning motivation. 5. Math academic achievement did not mediate fully the effects on early math learning motivation math and late math anxiety. 6. Math learning motivation did not mediate fully the effects on early math academic achievement and late math anxiety.
     
     In addition, the research also explored the longitudinal model trend and effect, the key period for 3rd year junior high school students, the proper models, and the mediated roles among math anxiety, learning motivation, and academic achievement.
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描述 博士
國立政治大學
教育學系
93152516
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0093152516
資料類型 thesis
dc.contributor.advisor 余民寧zh_TW
dc.contributor.author (Authors) 王金香zh_TW
dc.creator (作者) 王金香zh_TW
dc.date (日期) 2010en_US
dc.date.accessioned 9-May-2016 15:45:10 (UTC+8)-
dc.date.available 9-May-2016 15:45:10 (UTC+8)-
dc.date.issued (上傳時間) 9-May-2016 15:45:10 (UTC+8)-
dc.identifier (Other Identifiers) G0093152516en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/95346-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description (描述) 93152516zh_TW
dc.description.abstract (摘要) 本研究主要目的是以文獻分析、問卷調查、潛在成長模式等方法探討數學焦慮、數學學習動機與數學學業成就等三個變項的縱貫模式及因果結構模式。根據五百二十九位國三學生所填的五波調查問卷資料，進行兩部分研究。
     
     研究一乃在估算數學焦慮、數學學習動機、數學學業成就的潛在改變量模式及
     數學焦慮、數學學習動機、數學學業成就兩兩之間的因果結構模式。結果發現1.數學焦慮縱貫模式上，符合「焦慮遞增理論」；2.數學學習動機縱貫模式上，符合「動機先升後降理論」；3.數學學業成就縱貫模式上，符合「成就先升後降理論」； 4.數學焦慮與數學學習動機因果結構模式上，符合「動機焦慮交互激發效果理論」；5.數學焦慮與數學學業成就因果結構模式上，符合「焦慮成就交互抑制效果理論」；6.數學學習動機與數學學業成就因果結構模式上，符合「動機成就交互激發效果理論」。
     
     研究二則依據研究一二變項因果結構統計驗證成立的三套理論，建構出三變項因果結構六模式，並驗證有無中介效果。結果顯示，1.前焦慮、中動機、後學業成就因果模式上，符合「動機未完全中介前焦慮、後學業成就理論」；2. 前動機、中焦慮、後學業成就因果模式上，符合「焦慮未完全中介前動機、後學業成就理論」；3.前焦慮、中學業成就、後動機因果模式上，符合「學業成就未完全中介前焦慮、後動機理論」；4.前學業成就、中焦慮、後動機因果模式上，符合「焦慮未完全中介前學業成就、後動機理論」；5. 前動機、中學業成就、後焦慮因果模式上，符合「學業成就未完全中介前動機、後焦慮理論」；6.前學業成就、中動機、後焦慮因果模式上，符合「動機未完全中介前學業成就、後焦慮理論」。
     
     除了上述結果外，研究也對數學焦慮、數學學習動機與數學學業成就縱貫模式的趨勢與時間效果量，國三學生轉折點界定，數學焦慮、數學學習動機與數學學業成就適當模式產出及個別中介角色剖析有深入探討。		zh_TW
dc.description.abstract (摘要) This study, using literature review, questionnaire survey, and latent growth model, investigated the longitudinal model and causal model among math anxiety, learning motivation, and academic achievement. After collecting 529 students with 5 waves, I conducted two studies.
     
     The purpose of study 1 was to estimate the latent change model and the causal model of math anxiety, learning motivation, and academic achievement. Results showed that 1. The anxiety increasing theory was supported by the math anxiety longitudinal model. 2. The first increasing then decreasing theory was supported by the math learning motivation longitudinal model. 3. The first increasing then decreasing theory was supported by the math academic achievement longitudinal model. 4. The reciprocal activated effect theory was supported by the math anxiety and learning motivation causal models. 5. The reciprocal inhibitive effect theory was supported by the math anxiety and academic achievement causal models. 6. The reciprocal activated effect theory was supported by the math learning motivation and academic achievement causal models.
     According to the final three theories stated above and proved by study 1, I constructed the six causal models in order to verify the mediated effects of math anxiety, math learning motivation, and math academic achievement. I found that 1. Math learning motivation did not mediate fully the effects on early math anxiety and late math academic achievement. 2. Math anxiety did not mediate fully the effects on early math learning motivation and late math academic achievement. 3. Math academic achievement did not mediate fully the effects on early math anxiety and late math learning motivation. 4. Math anxiety did not mediate fully the effects on early math academic achievement and late math learning motivation. 5. Math academic achievement did not mediate fully the effects on early math learning motivation math and late math anxiety. 6. Math learning motivation did not mediate fully the effects on early math academic achievement and late math anxiety.
     
     In addition, the research also explored the longitudinal model trend and effect, the key period for 3rd year junior high school students, the proper models, and the mediated roles among math anxiety, learning motivation, and academic achievement.		en_US
dc.description.tableofcontents 中文摘要 ------------------------------------------Ⅰ
     英文摘要 ------------------------------------------Ⅲ
     目次 ---------------------------------------------Ⅴ
     圖表目次 ------------------------------------------Ⅶ
     第一章 緒論 ----------------------------------------1
     第一節 研究動機與目的--------------------------------1
     第二節 名詞釋義-------------------------------------5
     第二章 文獻探討 ------------------------------------7
     第一節 數學焦慮-------------------------------------7
     第二節 數學學習動機----------------------------------18
     第三節 數學焦慮與數學學習動機的關係--------------------24
     第四節 數學焦慮與數學學業成就的關係--------------------26
     第五節 數學學習動機與數學學業成就的關係-----------------29
     第六節 數學焦慮、數學學習動機與數學學業成就之縱貫性研究---31
     第三章 研究方法--------------------------------------35
     第一節 研究模式--------------------------------------35
     第二節 研究對象 -------------------------------------45
     第三節 研究工具 -------------------------------------46
     第四節 研究程序 -------------------------------------62
     第五節 縱貫樣本分析 ----------------------------------64
     第四章 結果與討論 ------------------------------------65
     第一節 研究一-----------------------------------------65
     第二節 研究二-----------------------------------------113
     第三節 結果討論----------------------------------------183
     第五章 結論與建議 --------------------------------------193
     第一節 結論 -------------------------------------------193
     第二節 建議 -------------------------------------------197
     
     參考文獻
     一、中文資料 -------------------------------------------201
     二、西文資料 -------------------------------------------203
     
     附錄
     附錄一 國中生數學經驗與學習調查問卷（預試版）-------------217
     附錄二 國中生數學經驗與學習調查問卷（正式版）-------------222
     
     
     
      圖 表 目 次
     
     圖3-1 潛在成長模式-----------------------------------36
     圖3-2 方程式一解析圖---------------------------------39
     圖3-3 潛在成長因果結構模式一--------------------------41
     圖3-4 潛在成長因果結構模式二--------------------------42
     圖3-5 數學焦慮測量模式之CFA---------------------------50
     圖3-6 數學學習動機測量模式之CFA-----------------------57
     圖4-1 數學焦慮縱貫模式--------------------------------68
     圖4-2 數學焦慮縱貫模式設定----------------------------69
     圖4-3 數學焦慮縱貫模擬--------------------------------73
     圖4-4 數學學習動機縱貫模式----------------------------74
     圖4-5 數學學習動機縱貫模式設定-------------------------75
     圖4-6 數學學習動機縱貫模擬-----------------------------80
     圖4-7 數學學業成就縱貫模式-----------------------------81
     圖4-8 數學學業成就縱貫模式設定-------------------------82
     圖4-9 數學學業成就縱貫模擬-----------------------------85
     圖4-10 數學焦慮、動機、學業成就縱貫模擬------------------86
     圖4-11 二變項因果結構巨觀模式架構------------------------87
     圖4-12 二變項因果結構微觀模式架構------------------------88
     圖4-13 前焦慮、後動機模式-------------------------------92
     圖4-14 前焦慮、後動機模式設定---------------------------93
     圖4-15 前動機、後焦慮模式-------------------------------95
     圖4-16 前動機、後焦慮模式設定----------------------------97
     圖4-17 前焦慮、後學業成就模式----------------------------99
     圖4-18 前焦慮、後學業成就模式設定------------------------100
     圖4-19 前學業成就、後焦慮模式---------------------------102
     圖4-20 前學業成就、後焦慮模式設定------------------------103
     圖4-21 前動機、後學業成就模式----------------------------105
     圖4-22 前動機、後學業成就模式設定-------------------------106
     圖4-23 前學業成就、後動機模式---------------------------- 108
     圖4-24 前學業成就、後動機模式設定------------------------ 109
     圖4-25 三變項因果結構巨觀模式架構------------------------ 116
     圖4-26 三變項因果結構微觀模式架構------------------------ 117
     圖4-27 三變項因果結構未完全中介模式架構--------------------121
     圖4-28 前焦慮、中動機、後學業成就完全中介模式---------------125
     圖4-29 前焦慮、中動機、後學業成就完全中介模式設定----------- 127
     圖4-30 前焦慮、中動機、後學業成就未完全中介模式-------------129
     圖4-31 前焦慮、中動機、後學業成就未完全中介模式設定----------131
     圖4-32 前焦慮、中動機、後學業成就未完全中介模式效果----------133
     圖4-33 前動機、中焦慮、後學業成就完全中介模式---------------134
     圖4-34 前動機、中焦慮、後學業成就完全中介模式設定------------136
     圖4-35 前動機、中焦慮、後學業成就未完全中介模式--------------138
     圖4-36 前動機、中焦慮、後學業成就未完全中介模式設定----------140
     圖4-37 前動機、中焦慮、後學業成就未完全中介模式效果----------142
     圖4-38 前焦慮、中學業成就、後動機完全中介模式---------------143
     圖4-39 前焦慮、中學業成就、後動機完全中介模式設定------------145
     圖4-40 前焦慮、中學業成就、後動機未完全中介模式--------------147
     圖4-41 前焦慮、中學業成就、後動機未完全中介模式設定----------149
     圖4-42 前焦慮、中學業成就、後動機未完全中介模式效果----------151
     圖4-43 前學業成就、中焦慮、後動機完全中介模式---------------152
     圖4-44 前學業成就、中焦慮、後動機完全中介模式設定------------154
     圖4-45 前學業成就、中焦慮、後動機未完全中介模式--------------156
     圖4-46 前學業成就、中焦慮、後動機未完全中介模式設定----------158
     圖4-47 前學業成就、中焦慮、後動機未完全中介模式效果----------160
     圖4-48 前動機、中學業成就、後焦慮完全中介模式---------------161
     圖4-49 前動機、中學業成就、後焦慮完全中介模式設定------------163
     圖4-50 前動機、中學業成就、後焦慮未完全中介模式--------------165
     圖4-51 前動機、中學業成就、後焦慮未完全中介模式設定----------167
     圖4-52 前動機、中學業成就、後焦慮未完全中介模式效果----------169
     圖4-53 前學業成就、中動機、後焦慮完全中介模式---------------170
     圖4-54 前學業成就、中動機、後焦慮完全中介模式設定------------172
     圖4-55 前學業成就、中動機、後焦慮未完全中介模式--------------174
     圖4-56 前學業成就、中動機、後焦慮未完全中介模式設定----------176
     圖4-57 前學業成就、中動機、後焦慮未完全中介模式效果----------178
     
     
     
     
     
     
     表3-1 數學焦慮量表信效度分析摘要------------------------- 48
     表3-2 數學焦慮測量初始理論模式與修正模式之整體適配度考驗指數 51
     表3-3 數學焦慮測量修正模式的估計參數顯著性考驗-------------52
     表3-4 數學焦慮測量修正模式的個別指標信度及潛在變項的組成
     信度與平均變異抽取量--------------------------------------53
     表3-5 數學學習動機量表信效度分析摘要---------------------56
     表3-6 數學學習動機因素初始模式與修正模式之整體適配度考驗指數--58
     表3-7 數學學習動機因素修正模式的估計參數顯著性考驗--------- 59
     表3-8 數學學習動機因素修正模式的個別指標信度及潛在變項的
     組成信度與平均變異抽取量-----------------------------------60
     表3-9 問卷施測日程表------------------------------------62
     表3-10 表4 縱貫樣本分析----------------------------------64
     表4-1 數學焦慮縱貫模式之整體適配度考驗指數-----------------71
     表4-2 數學焦慮縱貫模式的估計參數顯著性考驗-----------------72
     表4-3 數學學習動機縱貫模式之整體適配度考驗指數-------------77
     表4-4 數學學習動機縱貫修正模式之整體適配度考驗指數--------- 78
     表4-5 數學學習動機縱貫修正模式的估計參數顯著性考驗--------- 79
     表4-6 數學學業成就縱貫模式之整體適配度考驗指數-------------83
     表4-7 數學學業成就縱貫模式的估計參數顯著性考驗-------------84
     表4-8 單期二變項因果結構模式估計參數顯著性及整體適配度考驗指數-90
     表4-9 多期二變項潛在成長因果結構模式估計參數顯著性及整體適配度考驗指數---------------------------------------------------111
     表4-10 單期三變項完全中介因果結構模式估計參數顯著性及整體適配度考驗指數---------------------------------------------------119
     表4-11 單期三變項未完全中介因果結構模式估計參數顯著性及整體適配度考驗指數-------------------------------------------------123
     表4-12 數學焦慮對數學學業成就效果分析----------------------133
     表4-13 數學學習動機對數學學業成就效果分析-------------------142
     表4-14 數學焦慮對數學學習動機效果分析----------------------151
     表4-15 數學學業成就對數學學習動機效果分析-------------------160
     表4-16 數學學習動機對數學焦慮效果分析----------------------169
     表4-17 數學學業成就對數學焦慮效果分析----------------------178
     表4-18 多期三變項完全中介潛在成長因果結構模式估計參數顯著性及整體適配度考驗指數------------------------------------------ 179
     表4-19 多期三變項未完全中介潛在成長因果結構模式估計參數顯著性及整體適配度考驗指數--------------------------------------- 181		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0093152516en_US
dc.subject (關鍵詞) 數學焦慮zh_TW
dc.subject (關鍵詞) 數學學習動機zh_TW
dc.subject (關鍵詞) 數學學業成就zh_TW
dc.subject (關鍵詞) 潛在成長模式zh_TW
dc.subject (關鍵詞) 縱貫研究zh_TW
dc.subject (關鍵詞) math anxietyen_US
dc.subject (關鍵詞) math learning motivationen_US
dc.subject (關鍵詞) math academic achievementen_US
dc.subject (關鍵詞) latent growth modelen_US
dc.subject (關鍵詞) longitudinal studyen_US
dc.title (題名) 焦慮與動機影響數學學習之縱貫研究zh_TW
dc.title (題名) A longitudinal study of the effect of anxiety and motivation on the learning of mathematicsen_US
dc.type (資料類型) thesisen_US
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