| dc.contributor.advisor | 邱美秀 | zh_TW |
| dc.contributor.author (Authors) | 黃秋華 | zh_TW |
| dc.creator (作者) | 黃秋華 | zh_TW |
| dc.date (日期) | 2006 | en_US |
| dc.date.accessioned | 14-Sep-2009 11:17:09 (UTC+8) | - |
| dc.date.available | 14-Sep-2009 11:17:09 (UTC+8) | - |
| dc.date.issued (上傳時間) | 14-Sep-2009 11:17:09 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0094152024 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/31677 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 教育研究所 | zh_TW |
| dc.description (描述) | 94152024 | zh_TW |
| dc.description (描述) | 95 | zh_TW |
| dc.description.abstract (摘要) | 大型資料庫的建制與分析逐漸成為一種教育研究趨勢，本研究即以PISA 2003資料庫為例，亟欲驗證期望價值論裡的構念和成就之結構關係，因此，由測量模式出發，擬運用探索性因素探索研究工具的信效度，以作為結構方程模式驗證結構關係模式之基礎，並驗證期望價值論下之動機二成分模式。本研究主要研究目的為驗證期望價值論的數學效用性價值、數學自我概念與成就之結構關係，且數學效用性價值是正向直接影響數學成就，並且會經由數學自我概念而間接影響數學成就，並為使本研究所建立的理論模型具有模型穩定之證據，將有效樣本隨機分為建模樣本與驗證樣本，進行模型的交叉驗證。研究樣本為香港十五歲學生，有效樣本為4437人。研究結果顯示：測量模式方面，顯示數學效用性價值以及數學自我概念具有良好的信效度；數學效用性價值以及數學自我概念為學習動機的二成分；結構模式方面，顯示數學效用性價值是正向影響數學成就，且數學效用性價值會經由數學自我概念對數學成就有間接影響，亦即數學自我概念扮演數學效用性價值及數學成就之中介變項。因此，本研究之理論假設獲得實徵資料的支持。 | zh_TW |
| dc.description.tableofcontents | 第一章 緒論 第一節 研究動機.................................................. 1 第二節 研究目的............………………………….. 7 第三節 研究假設.................................................. 8 第四節 名詞釋義.................................................. 9 第二章 文獻探討 第一節 期望價值理論之發展與內容.................... 11 第二節 期望價值論下之學習動機二成分............ 20 第三節 數學效用性價值及其與數學成就之關係.............................................................. 25 第四節 數學自我概念與數學成就之關係…......... 35 第五節 數學效用性價值、數學自我概念與數學成就之關係............................................... 43 第三章 研究設計與實施 第一節 研究架構.................................................. 47 第二節 結構關係模式........................................... 48 第三節 資料來源與研究樣本............................... 49 第四節 測量指標.................................................. 51 第五節 資料處理.................................................. 55 第四章 研究結果與討論 第一節 數學效用性價值與數學自我概念信效度分析.......................................................... 58 第二節 學習動機二成分之模式建構.................... 60 第三節 結構模式.................................................. 66 第五章 研究討論與建議 第一節 研究結果結論........................................... 93 第二節 研究限制.................................................. 99 第三節 研究建議.................................................. 101 參考文獻 ............. .................................................................. 105 附錄一 期望價值論學習動機二成分模式之語法檔............................................................................ 118 附錄二 PISA2003數學效用性價值、數學自我概念與數學成就模式之語法檔.................................................. 119 附錄三 PISA2003數學效用性價值、數學自我概念與數學成就模式之統計檢定量.......................................... 122 附錄四 交叉驗證嚴格複製策略之SIMPLIS語法(1)........... 124 附錄五 交叉驗證嚴格複製策略之SIMPLIS語法(2)........... 125 附錄六 嚴格複製策略之交叉驗證統計檢定量................... 126 附錄七 建模樣本共變數矩陣.............................................. 128 附錄八 驗證樣本共變數矩陣.............................................. 129 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0094152024 | en_US |
| dc.subject (關鍵詞) | 期望價值論 | zh_TW |
| dc.subject (關鍵詞) | 數學效用性價值 | zh_TW |
| dc.subject (關鍵詞) | 數學自我概念 | zh_TW |
| dc.subject (關鍵詞) | 數學成就 | zh_TW |
| dc.title (題名) | 從期望價值論驗證數學自我概念、效用性價值與數學成就之結構關係-以PISA2003香港資料為例 | zh_TW |
| dc.type (資料類型) | thesis | en |
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