| dc.contributor.advisor | 邱美秀 | zh_TW |
| dc.contributor.author (Authors) | 林姿諭 | zh_TW |
| dc.contributor.author (Authors) | Lin, Zih-Yu | en_US |
| dc.creator (作者) | 林姿諭 | zh_TW |
| dc.creator (作者) | Lin, Zih-Yu | en_US |
| dc.date (日期) | 2006 | en_US |
| dc.date.accessioned | 17-Sep-2009 15:02:38 (UTC+8) | - |
| dc.date.available | 17-Sep-2009 15:02:38 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-Sep-2009 15:02:38 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0094152007 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/32993 | - |
| 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) | 94152007 | zh_TW |
| dc.description (描述) | 95 | zh_TW |
| dc.description.abstract (摘要) | 本研究運用PISA 2003資料庫為例，說明數學焦慮之認知與情意，如何影響學生數學內在動機、自我概念與成就的機制。本研究的研究對象，為香港十五歲學生，並採取整列剔除法（listwise deletion）刪除作答不全的缺失值與極端值，共計取得有效樣本為4,397人，其中男生2,168位，女生2,229位。研究結果顯示：第一、數學焦慮之認知與情意模式獲得驗證；第二、數學焦慮之認知與情意除了直接影響數學成就之外，還能經由數學內在動機與自我概念，對數學成就產生間接影響。 | zh_TW |
| dc.description.abstract (摘要) | The purpose of the present study was to assess the influence of mathematics anxiety (including the cognitive and affective dimensions), mathematics intrinsic motivation, and mathematics self-concept on mathematics achievement. Participants were 4,397 9th-grade students from Hong Kong who attended PISA 2003 study. The results of confirmatory factor analyses supported the theoretical distinction between cognitive and affective dimensions of mathematics anxiety. The analysis of structural equation modeling confirmed that the cognitive and affective dimensions of mathematics anxiety can predict mathematics achievement through the mediating effect of mathematics intrinsic motivation and mathematics self-concept. | en_US |
| dc.description.tableofcontents | 第一章 緒論 第一節 研究動機 第二節 重要名詞解釋 第三節 研究目的 第四節 研究假設第二章 文獻探討 第一節 數學焦慮 第二節 數學焦慮與數學內在動機 第三節 數學焦慮與數學自我概念 第四節 數學焦慮與數學成就 第五節 數學內在動機、自我概念與成就第三章 研究方法 第一節 研究架構 第二節 研究對象 第三節 研究變項 第四節 資料分析方法第四章 研究結果 第一節 數學焦慮認知與情意模式之建構 第二節 「數學焦慮認知與情意影響數學內在動機、自我概念與成就模式」之驗證第五章 研究結論與建議 第一節 研究結論 第二節 研究建議 參考文獻 附錄 附錄一 「數學焦慮認知與情意影響數學內在動機、自我概念與成就模式」採用之測量題目 附錄二 「數學焦慮認知與情意測量模式」的SIMPLIS語法檔 附錄三 「數學焦慮認知與情意測量模式」SEM統計適配度檢定量 附錄四 「數學焦慮認知與情意影響數學內在動機、自我概念與成就模式」的SIMPLIS語法檔 附錄五 「數學焦慮認知與情意影響數學內在動機、自我概念與成就模式」SEM統計適配度檢定量表次表2-1 數學焦慮的二因子模式表2-2 數學成就高、中、低分群裡的學生其數學焦慮程度的分佈狀況表3-1 PISA 2003數學焦慮之測量題目表3-2 PISA 2003數學焦慮測量題目之因素矩陣表3-3 PISA 2003數學內在動機之測量題目表3-4 PISA 2003數學內在動機測量題目之因素矩陣表3-5 PISA 2003數學自我概念之測量題目表3-6 PISA 2003數學自我概念測量題目之因素矩陣表4-1 PISA 2003「數學焦慮之認知與情意測量模式」測量題目之因素矩陣表4-2 修正後之PISA 2003「數學焦慮之認知與情意測量模式」測量題目之因素矩陣表4-3 PISA 2003「數學焦慮之認知與情意測量模式」測量題目間相關係數矩陣表4-4 PISA 2003「數學焦慮之認知與情意測量模式」之參數估計、完全標準化參數估計值及顯著性考驗表4-5 PISA 2003「數學焦慮認知與情意測量模式」之適配度指標表4-6 PISA 2003「數學焦慮認知與情意測量模式」之個別指標信度、潛在變項組合信度與平均變異抽取量表4-7 本研究測量題目間相關係數矩陣表4-8 PISA 2003「數學焦慮認知與情意影響數學內在動機、自我概念與成就模式」之參數估計、完全標準化參數估計值及顯著性考驗表4-9 本研究模式之各項適配度檢定指標表4-10 本研究模式之個別指標信度、潛在變項組合信度與平均變異抽取量表4-11 本研究模式之潛在變項間的交互相關係數表4-12 數學焦慮之認知與情意因子對數學內在動機、數學自我概念與數學成就的效果表4-13 數學內在動機對於數學自我概念與數學成就的效果圖次圖2-1 Byrd（1982）焦慮歷程模式（引自Reyes, 1984, p. 563）圖2-2 學業自我概念結構（引自Shavelson et al., 1976, p. 413）圖3-1 「數學焦慮認知與情意影響數學內在動機、自我概念與成就模式」之結構關係模式圖圖4-1 PISA 2003「數學焦慮認知與情意測量模式」圖4-2 「數學焦慮認知與情意影響數學內在動機、自我概念與成就模式」結構關係模式圖圖4-3 「數學焦慮認知與情意影響數學內在動機、自我概念與成就模式」結構關係模式圖圖4-4 中介變項模式（引自Baron and Kenny, 1986, p. 1176）圖4-5 數學焦慮情意因子－數學自我概念之中介模式圖4-6 數學內在動機－數學成就之中介模式圖4-7 數學焦慮認知與情意影響數學成就結構模式圖圖4-8 數學焦慮認知與情意影響數學自我概念與成就結構模式圖 | zh_TW |
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| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0094152007 | en_US |
| dc.subject (關鍵詞) | 數學焦慮 | zh_TW |
| dc.subject (關鍵詞) | 數學內在動機 | 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.subject (關鍵詞) | Mathematics Anxiety | en_US |
| dc.subject (關鍵詞) | Mathematics Intrinsic Motivation | en_US |
| dc.subject (關鍵詞) | Mathematics Self-Concept | en_US |
| dc.subject (關鍵詞) | Mathematics Achievement | en_US |
| dc.title (題名) | 數學焦慮認知與情意影響數學內在動機、自我概念與成就之模式：以PISA 2003香港資料為例 | zh_TW |
| dc.type (資料類型) | thesis | en |
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