Publications-Theses

題名 數學焦慮與自我概念對動機與成就中介效果之探討:以PISA 2003香港資料為例
The Mediating Effects of Mathematics Anxiety and Self-concept on the Motiviaion and Achievement: The Hong Kong Case of PISA 2003
作者 韓珮華
Han, Pei Hua
貢獻者 余民寧
Yu, Min Ning
韓珮華
Han, Pei Hua
關鍵詞 內在動機
工具性動機
中介變項
負向壓抑變項
結構方程式模型
intrinsic motivation
instrumental motivation
mediator variable
negative suppressor variable
Structural Equation Modeling(SEM)
日期 2006
上傳時間 17-Sep-2009 15:03:19 (UTC+8)
摘要 近年來,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,目的是建立影響數學成就的結構方程式模型。在評閱相關文獻後,研究者採用內在動機、工具性動機、數學焦慮、自我概念與數學成就等變項,探討之間的影響關係模型。此外,為使本研究所建立的模型具有模型穩定之證據,因此,將有效樣本隨機分割為建模樣本與驗證樣本,進行最終模型的交叉驗證。
據此,本研究首先使用描述性統計以瞭解香港學生的整體表現傾向,其次,透過探索性因素分析確立研究問卷的信效度,最後,以結構方程式模型建立模型並交叉驗證。資料蒐集對象為香港十五歲之在學學生,有效樣本達4,389位。
依據統計分析結果顯示,內在動機與工具性動機對數學成就沒有直接影響效果,但是內在動機與工具性動機透過數學焦慮及自我概念對數學成就產生間接影響,本研究歸納出七點結論茲分述如下:
1.工具性動機較內在動機更為強烈
2.數學焦慮在動機與數學成就間扮演中介變項之性質
3.自我概念在動機與數學成就間扮演中介角色
4.自我概念在數學焦慮與數學成就間扮演中介角色
5.在內在動機、工具性動機與數學焦慮中,工具性動機扮演負向壓抑變項角色
6.在內在動機、工具性動機與自我概念中,工具性動機扮演負向壓抑變項角色
最後,根據研究結果提出各項建議,以供教學實務上及未來研究參考。
Recently, establishing and analyzing databases becomes a trend in the field of education research. This study took PISA 2003 database as an example to create a psychometric model of factors that influence mathematics achievement. Based on the literature review, the researcher decided to put influential factors, including intrinsic motivation, instrumental motivation, mathematics anxiety, self-concept, and mathematics achievement into the model. Afterwards, through cross-validation the present study had verified the model stability.

In the aspect of statistic analysis, the descriptive static shows HK students’ general learning tendency. Moreover, the exploratory factor analysis confirmed the reliability and validity of the questionnaires. Lastly, the structural equation modeling(SEM) was used to set structural model. The valid samples were 4,389 15-year-old students.
According to the results, intrinsic motivation and instrumental motivation had no direct effect on mathematics achievement and had indirect effect through mathematics anxiety and self-concept. The results were summarized as follows:
1.Students had more instrumental motivation than intrinsic one.
2.Mathematics anxiety was a mediator variable between motivations and mathematics achievement.
3.Self-concept was a mediator variable between intrinsic motivations and mathematics achievement.
4.Self-concept was a mediator variable between mathematics anxiety and mathematics achievement.
5.Instrumental motivation was a negative suppressor variable among intrinsic motivation, instrumental motivation, and mathematics anxiety.
6.Instrumental motivation was a negative suppressor variable among intrinsic motivation, instrumental motivation, and self-concept.

Finally, according to the findings, implications and suggestions for teaching of mathematics and future research were discussed.
參考文獻 古明峰(1997)。數理教育:孩子為什麼害怕數學──談數學焦慮。國教世紀,175,29-33。
白雲、白靜(2006)。香港文化的特點與形成的原因。內蒙古民族大學學報,12(1),36-38。
朱啟華(2003)。德國的PISA研究。教育研究月刊,112,153-163。
余民寧(1994)。壓抑變項及其對資料分析的影響(上)。教育研究,40,39-44。
余民寧(1995)。壓抑變項及其對資料分析的影響(下)。教育研究,41,42-54。
余民寧(2002)。教育測驗與評量:成就測驗與教學評量(第二版)。台北市:心理。
余民寧(2006)。潛在變項模式:SIMPLIS的應用。台北市:高等教育。
李仁豪(2005)。以結構方程模式探討並驗證成就目標與學習行為的關係。教育與心理研究,28(3),551-580。
周祝瑛(2006)。教改總體檢已是時候。臺灣教育,637,2-9。
周麗玉(2006)。臺灣中小學教育改革問題。臺灣教育,639,2-9。
林吉祥(2004)。國中生外語焦慮、學業成敗歸因、學業自我概念與學業成就之關係研究-以英語科為例。國立彰化師範大學教育研究所碩士論文,未出版,彰化。
林怡如(2004)。綜合高中學生數學焦慮、數學自我效能與數學學業成就之關係研究。國立雲林科技大學技術及職業教育研究所碩士論文,未出版,雲林。
林清山(1986)。多變項分析統計法(第五版)。台北市:東華。
邱俊仁(2003a)。高雄地區國一學生數學焦慮與數學成就之相關研究。國立高雄師範大學數學系碩士論文。
邱皓政(2003a)。自我概念向度與成份雙維理論之效度檢驗與相關因素研究。教育與心理研究,26,85-131。
邱皓政(2003b)。結構方程模式: LISREL的理論、技術與應用。台北市:雙葉書廊。
侯傑泰(2005)。香港與臺灣的教育改革:目標及策略的異同。文教新潮,10(3),16-20。
施淑慎(2003)。目標設定與同儕比較對兒童自我效能及除法學習表現之影響。國立台北師範學院學報,16(2),139-160。
施淑慎(2004)。成就目標、自我效能、以及策略使用在考試焦慮上所扮演之角色。國立台北師範學院學報,17(1),355-378。
洪碧霞、林娟如(2005)。台灣學生學習成就資料庫建置的設計思考。研習研究,22(2),16-25。
翁翠萍(2006年,10月14日)。體檢數學:中南部小學逾九成數學課多達7-9節 。中央通訊社,擷取至http://www.gov.tw/news/cna/culture/news/200610/20061014443455.html
張紹勳(2001)。研究法(修訂版)。台中市:滄海。
曹博盛(2005)。TIMSS 2003臺灣國中二年級學生的數學成就及其相關因素之探討。科學教育,283,2-34。
陳竹村(2003)。TIMSS 1999台灣名列前茅極可能因素探討。教育研究月刊,108,133-146。
陳新豐(2005)。從TIMSS談影響學生科學學習的因素。研習資訊,22(2),36-47。
單文經、鄭勝耀、曹常仁(2000)。香港教育。台北市:商鼎。
程炳林、林清山(2002)。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報,34(1),43-30。
黎義明(2001)。回顧、環顧、自顧-對當前澳門基礎教育一些問題的看法。載於劉伯龍、陳守信編。澳門:發展與改革。澳門:澳門社會科學學會。
魏麗敏(1988)。國小學生數學焦慮、數學態度與數學成就之關係暨數學學習團體之效果研究。國立台灣師範大學輔導研究所碩士論文,未出版,台北。
Bagozzi, R. P., & Yi, Y.(1988). On the evaluation of structural equation models. Academic of Marketing Science, 16, 74-94.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Barron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
Berndt, T. J., & Miller, K. E. (1990). Expectancies, values, and achievement in junior high school. Journal of Educational Psychology, 82(2), 319-326.
Bessant, K. C. (1995). Factors associated with types of mathematics anxiety in college students. Journal for Research in Mathematics Education, 26(4), 327-345.
Boggiano, A. K. (1998). Maladaptive achievement patterns: A test of a diathesis-stress analysis of helplessness. Journal of Personality and Social Psychology, 74, 1681-1695.
Bollen, K. A., & Long, J. S. (1993). Testing structural equation models. Thousand Oaks, CA: Sage.
Cai, J. (2001). Improving mathematics learning: Lessons from cross-national studies of U.S. and Chinese students. Phi Delta Kappan, 82(5), 400-405.
Cemen, P. B. (1987). The nature of mathematics anxiety.(ERIC Document Reproduction Service NO ED287729)
Chemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64.
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness of fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255.
Conger, A. J. (1974). A revised definition for suppressor variables: A guide to their identification and interpretation. Educational and Psychological Measurement, 34, 35-46.
Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715-730.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3&4), 325-346.
Diamantopoulos, A., & Siguaw, J. A. (2000). Introducing LISREL: A guide for the uninitiated. Thousand Oaks, CA: Sage.
Dreger, R. M., & Aiken, L. R. (1957). The identification of number anxiety in a college population. Journal of Educational Psychology, 48, 344-351.
Durik, A. M., Vida, M., & Eccles, J. S. (2006). Task values and ability belief as predictors of high school literacy choices: A developmental analysis. Journal of Educational Psychology, 98(2), 382-393.
Edwards, S. R. (2001). Gender-based and mixed-sex classrooms: The relationship of mathematics anxiety, achievement, and classroom performance in female high school math students. Unpublished doctoral dissertation, Georgia State University, Georgia.
Fennema, E., & Sherman, J. (1976). Fennema-Sherman Mathematics Attitudes Scales: Instruments designed to measure attitude toward the learning of Mathematics by females and males. Journal for Research in Mathematics Education, 7, 324-326.
Ferguson, R. D. (1986). Abstraction anxiety: A factor of mathematics anxiety. Journal for Research in Mathematics Education, 17, 145-150.
Frary, R. B., & Ling, J. L. (1983). A factor analytic study of mathematics anxiety. Educational and Psychological Measurement, 43, 985-993.
Furner, J. M., & Bermen, T. B. (2003). Math anxiety: Overcoming a major obstacle to the improvement of student math performance. Childhood Education, 79(3), 170-174.
Gagne, M., & Deci, E. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26, 331-362.
Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77(6), 631-645.
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93(1), 3-13.
Gough, M. F. (1954). Mathemaphobia: Causes and treatment. The Clearing House, 28, 290-294.
Green, S. B., Lissitz, R. W., & Mulaik, S. A. (1977). Limitations of coefficient alpha as an index of test unidimensionality. Educational and Psychological Measurement, 37, 827-838.
Grouzet, F. M. E., Vallerand, R. J., Thill, E. E., & Provencher, P. J. (2004). From environmental factors to outcomes: A test of an integrated motivational sequence. Motivation and Emotion, 28(4), 331-346.
Guay, F., Boggiano, A. K., & Vallerand, J. R. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27(6), 643–650.
Harter, S. (1981). A new self-report scale of lntrinsic versus extrinsic orientation in the classroom: Motivation and informational components. Developmental Psychology, 17(3), 300-312.
Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87-97.
Harter, S., Whitesell, N. R. & Kowalski, P.(1992). Individual difference in the effects of educational transitions on young adolescent’s perceptions of competence and motivational orientation. American Educational Research Journal, 29(4), 777-807.
Heine, S. J., & Hamamura, T.(2007). In search of east Asian self-enhancement. Personality and Social Psychology Review, 11(1), 1-24.
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33-46.
HKPISA Center (2005). The Second HKPISA Report(PISA 2003). Hong Kong: HKPISA Center.
Ho, Z. H., Senturk, D., Lam, A. G., Zimmer J. M., Hong, S., Okamoto, Y., & Chiu, S. Y. (2000). The affective and cognitive dimensions of math anxiety: A cross-national study. Journal for Research in Mathematics Education, 31(3), 362-379.
Jussim, L., Soffin, S., Brown, R., Ley, J., & Kohlheoo, K. (1992). Understanding reactions to feedback by integrating ideas from symbolic interactionism and cognitive evaluation theory. Journal of Personality and Social Psychology, 62, 402-421.
Kline, R. B.(2005). Principles and practice of structural equation modeling(2nd ed.). New York ; London : Guilford.
Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98(3), 567-582.
Liebert, R. M., & Morris, L. W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological reports, 20, 975-978.
Long, J. S. (1983). Confirmatory factor analysis: A preface to LISREL. Beverly Hills, CA: Sage.
Losier, G. A., & Vallerand, R. J. (1994). The temporal relationship between perceived competence and self-determined motivation. Journal of Social Psychology, 134, 793-801.
Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal of Research in Mathematics Education, 30(5), 520-540.
Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: A longitudinal panel analysis. Journal of Adolescence, 27, 165-179.
Maasen, G. H.,& Bakker, A. B.(2001). Suppressor variables in path models: Definition and interpretation. Sociological Methods and Research, 30, 241-270.
Marsh, H. W.(1990). The structure of academic self-concept: The Marsh/Shavelson Model. Journal of Educational Psychology, 82(4), 623-636.
Marsh, H. W., & Shavelson, R. J. (1985). Self-concept: Its multi-faceted, hierarchical structure. Educational Psychology, 20(3), 107-125.
Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math and anxiety and its influence on young adolescents’ course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82(1), 60-70.
Morris, L. W., Davis, M. A., & Hutchings, C. H. (1981). Cognitive and emotional components of anxiety: Literature review and a revised worry-emotionality scale. Journal of Educational Psychology, 73(4), 541-555.
Morris, L. W., Kellaway, D. S., & Smith, D. H. (1978). Mathematics anxiety rating scale: Predicting anxiety experiences and academic performance in two groups of students. Journal of Educational Psychology, 70(4), 589-594.
Mulhern, F., Rae, G. (1998). Development of a shortened form of the Fennema-Sherman Mathematics Attitudes Scales. Educational and Psychological Measurement, 58(2), 295-306.
Mullis, I. V. S., Martin, M. O., Gonzales, E. J., & Chrostowski, S. J.(2004). TIMSS 2003 International Mathematics Report: Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eight Grades. Chestnut Hill, MA: Boston College.
OECD (2004). Learning for tomorrow’s world: First results from PISA 2003. Paris: Author.
OECD (2005). PISA 2003 technical report. Paris: Author.
OECD(n.d.). Directorate for Education. Retrieved March 20, 2007, from http://www.
oecd.org/department/0,2688,en_2649_33723_1_1_1_1_1,00.html
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95(3), 589-603.
Pintrich, P. R. (2003). Motivation and classroom learning. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Educational psychology (Vol. 7, pp. 103-122). Hoboken, NJ: John Wiley & Sons.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory research, and applications (2nd ed.). Englewood Cliffs. NJ: Prentice Hall.
Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91(3), 537-578.
Resnick, H., Viehe, J., & Segal, S. (1982). Is math anxiety a local phenomenon? A study of prevalence and dimensionality. Journal of Counseling Psychology, 29, 39-47.
Reyes, L. H. (1984). Affective variables and mathematics education. The Elementary School Journal, 84(5), 558-581.
Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551-554.
Rounds Jr., J. B., & Hendel, D. D. (1980). Measurement and dimensionality of mathematics anxiety. Journal of Counseling Psychology, 27(2), 138-149.
Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749-761.
Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67.
Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Sell, L. (1976). The mathematics filter and education of women and minorities. Paper presented at meeting of the American Association for the Advancement of Science, Boston.
Slavin, R. (2006). Educational psychology: Theory and practice (8th ed.). Boston: Allyn and Bacon.
Standage, M., Duda, J. L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411-433.
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161-1176.
Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265–310.
Wigfield, A., & Eccles, J. S. (1994). Children’s competence beliefs, achievement values, and general self-esteem change across elementary and middle school. Journal of Early Adolescence, 14(2), 107-138.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
Wigfield, A., & Meece, J. L. (1988). Math anxiety in elementary and secdary school students. Journal of Educational Psychology, 80(2), 210-216.
Williams, J. E. (1994). Anxiety measurement: Construct validity and test performance. Measurement and Evaluation in Counseling and Development, 27(1), 302-307.
描述 碩士
國立政治大學
教育研究所
94152023
95
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0094152023
資料類型 thesis
dc.contributor.advisor 余民寧zh_TW
dc.contributor.advisor Yu, Min Ningen_US
dc.contributor.author (Authors) 韓珮華zh_TW
dc.contributor.author (Authors) Han, Pei Huaen_US
dc.creator (作者) 韓珮華zh_TW
dc.creator (作者) Han, Pei Huaen_US
dc.date (日期) 2006en_US
dc.date.accessioned 17-Sep-2009 15:03:19 (UTC+8)-
dc.date.available 17-Sep-2009 15:03:19 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 15:03:19 (UTC+8)-
dc.identifier (Other Identifiers) G0094152023en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/32998-
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) 94152023zh_TW
dc.description (描述) 95zh_TW
dc.description.abstract (摘要) 近年來,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,目的是建立影響數學成就的結構方程式模型。在評閱相關文獻後,研究者採用內在動機、工具性動機、數學焦慮、自我概念與數學成就等變項,探討之間的影響關係模型。此外,為使本研究所建立的模型具有模型穩定之證據,因此,將有效樣本隨機分割為建模樣本與驗證樣本,進行最終模型的交叉驗證。
據此,本研究首先使用描述性統計以瞭解香港學生的整體表現傾向,其次,透過探索性因素分析確立研究問卷的信效度,最後,以結構方程式模型建立模型並交叉驗證。資料蒐集對象為香港十五歲之在學學生,有效樣本達4,389位。
依據統計分析結果顯示,內在動機與工具性動機對數學成就沒有直接影響效果,但是內在動機與工具性動機透過數學焦慮及自我概念對數學成就產生間接影響,本研究歸納出七點結論茲分述如下:
1.工具性動機較內在動機更為強烈
2.數學焦慮在動機與數學成就間扮演中介變項之性質
3.自我概念在動機與數學成就間扮演中介角色
4.自我概念在數學焦慮與數學成就間扮演中介角色
5.在內在動機、工具性動機與數學焦慮中,工具性動機扮演負向壓抑變項角色
6.在內在動機、工具性動機與自我概念中,工具性動機扮演負向壓抑變項角色
最後,根據研究結果提出各項建議,以供教學實務上及未來研究參考。
zh_TW
dc.description.abstract (摘要) Recently, establishing and analyzing databases becomes a trend in the field of education research. This study took PISA 2003 database as an example to create a psychometric model of factors that influence mathematics achievement. Based on the literature review, the researcher decided to put influential factors, including intrinsic motivation, instrumental motivation, mathematics anxiety, self-concept, and mathematics achievement into the model. Afterwards, through cross-validation the present study had verified the model stability.

In the aspect of statistic analysis, the descriptive static shows HK students’ general learning tendency. Moreover, the exploratory factor analysis confirmed the reliability and validity of the questionnaires. Lastly, the structural equation modeling(SEM) was used to set structural model. The valid samples were 4,389 15-year-old students.
According to the results, intrinsic motivation and instrumental motivation had no direct effect on mathematics achievement and had indirect effect through mathematics anxiety and self-concept. The results were summarized as follows:
1.Students had more instrumental motivation than intrinsic one.
2.Mathematics anxiety was a mediator variable between motivations and mathematics achievement.
3.Self-concept was a mediator variable between intrinsic motivations and mathematics achievement.
4.Self-concept was a mediator variable between mathematics anxiety and mathematics achievement.
5.Instrumental motivation was a negative suppressor variable among intrinsic motivation, instrumental motivation, and mathematics anxiety.
6.Instrumental motivation was a negative suppressor variable among intrinsic motivation, instrumental motivation, and self-concept.

Finally, according to the findings, implications and suggestions for teaching of mathematics and future research were discussed.
en_US
dc.description.tableofcontents 第一章 緒論
第一節 動機與目的
第二節 名詞釋義
第二章 文獻探討
第一節 OECD組織與PISA資料庫簡介
第二節 動機的定義及其相關理論
第三節 數學焦慮的定義及其相關理論
第四節 自我概念的定義及其相關理論
第五節 動機、數學焦慮、自我概念與數學成就之關係
第三章 研究設計與實施
第一節 研究架構及假設
第二節 研究樣本與抽樣程序
第三節 研究工具
第四節 實施流程
第五節 資料分析與處理
第六節 模型建構
第七節 模式考驗方法
第四章 研究結果與討論
第一節 香港學生心理特質之現況分析
第二節 動機對數學焦慮、自我概念、數學成就之結構關係模型探索
第三節 機對數學焦慮、自我概念、數學成就之結構關係模型驗證
第四節 綜合討論
第五章 研究結論與建議
第一節 結論
第二節 建議

表次
表2-1 自我決定理論的動機連續面向
表3-1 受試者分配
表3-2 參與抽樣學校分布
表3-3 參與施測學生分布
表3-4 探索性因素分析摘要
表4-1 香港與OECD心理特質對照
表4-2 測量指標之描述統計
表4-3 最終模型之標準化估計參數、標準誤與顯著性考驗
表4-4 整體、比較、精簡適配度指標摘要
表4-5 最終模式之個別信度指標、潛在變項成分信度及變異數平均解釋量摘要
表4-6 嚴格複製策略之交叉驗證效度評鑑指標
表4-7 交叉驗證之評估策略適配度評鑑
表4-8 潛在變項間零階相關
表4-9 建模樣本之因素間效果量
表4-10 模型A潛在變項間相關與路徑係數
表4-11 模型B潛在變項間相關與路徑係數
表4-12 模型C潛在變項間相關與路徑係數
表4-13 模型D潛在變項間相關與路徑係數
表4-14 模型E潛在變項間相關與路徑係數
表4-15 模型F潛在變項間相關與路徑係數
表4-16 模型G潛在變項間相關與路徑係數

圖次
圖2-1 成就動機之期望-價值理論模式
圖2-2 成就動機之期望-價值模式
圖2-3 認知評價理論模式
圖2-4 成就過程素質壓力模式
圖2-5 Cemen數學焦慮反應模式
圖3-1 本研究架構
圖3-2 實施流程
圖3-3 初始模式路徑
圖4-4 中介變項模型
圖4-1 初始模型之標準化參數估計
圖4-2 最終模型之標準化參數估計
圖4-3 嚴格複製策略之標準化參數估計
圖4-4 模型A驗證中介模式之標準化估計參數
圖4-5 模型B驗證中介模式之標準化估計參數
圖4-6 模型C驗證中介模式之標準化估計參數
圖4-7 模型D驗證中介模式之標準化估計參數
圖4-8 模型E驗證中介模式之標準化估計參數
圖4-9 模型F內在動機、工具性動機對數學焦慮影響模型
圖4-10 模型G內在動機、工具性動機對自我概念影響模型
zh_TW
dc.format.extent 45962 bytes-
dc.format.extent 77631 bytes-
dc.format.extent 95946 bytes-
dc.format.extent 88836 bytes-
dc.format.extent 179898 bytes-
dc.format.extent 247376 bytes-
dc.format.extent 336313 bytes-
dc.format.extent 358254 bytes-
dc.format.extent 129963 bytes-
dc.format.extent 167513 bytes-
dc.format.extent 83051 bytes-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0094152023en_US
dc.subject (關鍵詞) 內在動機zh_TW
dc.subject (關鍵詞) 工具性動機zh_TW
dc.subject (關鍵詞) 中介變項zh_TW
dc.subject (關鍵詞) 負向壓抑變項zh_TW
dc.subject (關鍵詞) 結構方程式模型zh_TW
dc.subject (關鍵詞) intrinsic motivationen_US
dc.subject (關鍵詞) instrumental motivationen_US
dc.subject (關鍵詞) mediator variableen_US
dc.subject (關鍵詞) negative suppressor variableen_US
dc.subject (關鍵詞) Structural Equation Modeling(SEM)en_US
dc.title (題名) 數學焦慮與自我概念對動機與成就中介效果之探討:以PISA 2003香港資料為例zh_TW
dc.title (題名) The Mediating Effects of Mathematics Anxiety and Self-concept on the Motiviaion and Achievement: The Hong Kong Case of PISA 2003en_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) 古明峰(1997)。數理教育:孩子為什麼害怕數學──談數學焦慮。國教世紀,175,29-33。zh_TW
dc.relation.reference (參考文獻) 白雲、白靜(2006)。香港文化的特點與形成的原因。內蒙古民族大學學報,12(1),36-38。zh_TW
dc.relation.reference (參考文獻) 朱啟華(2003)。德國的PISA研究。教育研究月刊,112,153-163。zh_TW
dc.relation.reference (參考文獻) 余民寧(1994)。壓抑變項及其對資料分析的影響(上)。教育研究,40,39-44。zh_TW
dc.relation.reference (參考文獻) 余民寧(1995)。壓抑變項及其對資料分析的影響(下)。教育研究,41,42-54。zh_TW
dc.relation.reference (參考文獻) 余民寧(2002)。教育測驗與評量:成就測驗與教學評量(第二版)。台北市:心理。zh_TW
dc.relation.reference (參考文獻) 余民寧(2006)。潛在變項模式:SIMPLIS的應用。台北市:高等教育。zh_TW
dc.relation.reference (參考文獻) 李仁豪(2005)。以結構方程模式探討並驗證成就目標與學習行為的關係。教育與心理研究,28(3),551-580。zh_TW
dc.relation.reference (參考文獻) 周祝瑛(2006)。教改總體檢已是時候。臺灣教育,637,2-9。zh_TW
dc.relation.reference (參考文獻) 周麗玉(2006)。臺灣中小學教育改革問題。臺灣教育,639,2-9。zh_TW
dc.relation.reference (參考文獻) 林吉祥(2004)。國中生外語焦慮、學業成敗歸因、學業自我概念與學業成就之關係研究-以英語科為例。國立彰化師範大學教育研究所碩士論文,未出版,彰化。zh_TW
dc.relation.reference (參考文獻) 林怡如(2004)。綜合高中學生數學焦慮、數學自我效能與數學學業成就之關係研究。國立雲林科技大學技術及職業教育研究所碩士論文,未出版,雲林。zh_TW
dc.relation.reference (參考文獻) 林清山(1986)。多變項分析統計法(第五版)。台北市:東華。zh_TW
dc.relation.reference (參考文獻) 邱俊仁(2003a)。高雄地區國一學生數學焦慮與數學成就之相關研究。國立高雄師範大學數學系碩士論文。zh_TW
dc.relation.reference (參考文獻) 邱皓政(2003a)。自我概念向度與成份雙維理論之效度檢驗與相關因素研究。教育與心理研究,26,85-131。zh_TW
dc.relation.reference (參考文獻) 邱皓政(2003b)。結構方程模式: LISREL的理論、技術與應用。台北市:雙葉書廊。zh_TW
dc.relation.reference (參考文獻) 侯傑泰(2005)。香港與臺灣的教育改革:目標及策略的異同。文教新潮,10(3),16-20。zh_TW
dc.relation.reference (參考文獻) 施淑慎(2003)。目標設定與同儕比較對兒童自我效能及除法學習表現之影響。國立台北師範學院學報,16(2),139-160。zh_TW
dc.relation.reference (參考文獻) 施淑慎(2004)。成就目標、自我效能、以及策略使用在考試焦慮上所扮演之角色。國立台北師範學院學報,17(1),355-378。zh_TW
dc.relation.reference (參考文獻) 洪碧霞、林娟如(2005)。台灣學生學習成就資料庫建置的設計思考。研習研究,22(2),16-25。zh_TW
dc.relation.reference (參考文獻) 翁翠萍(2006年,10月14日)。體檢數學:中南部小學逾九成數學課多達7-9節 。中央通訊社,擷取至http://www.gov.tw/news/cna/culture/news/200610/20061014443455.htmlzh_TW
dc.relation.reference (參考文獻) 張紹勳(2001)。研究法(修訂版)。台中市:滄海。zh_TW
dc.relation.reference (參考文獻) 曹博盛(2005)。TIMSS 2003臺灣國中二年級學生的數學成就及其相關因素之探討。科學教育,283,2-34。zh_TW
dc.relation.reference (參考文獻) 陳竹村(2003)。TIMSS 1999台灣名列前茅極可能因素探討。教育研究月刊,108,133-146。zh_TW
dc.relation.reference (參考文獻) 陳新豐(2005)。從TIMSS談影響學生科學學習的因素。研習資訊,22(2),36-47。zh_TW
dc.relation.reference (參考文獻) 單文經、鄭勝耀、曹常仁(2000)。香港教育。台北市:商鼎。zh_TW
dc.relation.reference (參考文獻) 程炳林、林清山(2002)。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報,34(1),43-30。zh_TW
dc.relation.reference (參考文獻) 黎義明(2001)。回顧、環顧、自顧-對當前澳門基礎教育一些問題的看法。載於劉伯龍、陳守信編。澳門:發展與改革。澳門:澳門社會科學學會。zh_TW
dc.relation.reference (參考文獻) 魏麗敏(1988)。國小學生數學焦慮、數學態度與數學成就之關係暨數學學習團體之效果研究。國立台灣師範大學輔導研究所碩士論文,未出版,台北。zh_TW
dc.relation.reference (參考文獻) Bagozzi, R. P., & Yi, Y.(1988). On the evaluation of structural equation models. Academic of Marketing Science, 16, 74-94.zh_TW
dc.relation.reference (參考文獻) Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.zh_TW
dc.relation.reference (參考文獻) Barron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.zh_TW
dc.relation.reference (參考文獻) Berndt, T. J., & Miller, K. E. (1990). Expectancies, values, and achievement in junior high school. Journal of Educational Psychology, 82(2), 319-326.zh_TW
dc.relation.reference (參考文獻) Bessant, K. C. (1995). Factors associated with types of mathematics anxiety in college students. Journal for Research in Mathematics Education, 26(4), 327-345.zh_TW
dc.relation.reference (參考文獻) Boggiano, A. K. (1998). Maladaptive achievement patterns: A test of a diathesis-stress analysis of helplessness. Journal of Personality and Social Psychology, 74, 1681-1695.zh_TW
dc.relation.reference (參考文獻) Bollen, K. A., & Long, J. S. (1993). Testing structural equation models. Thousand Oaks, CA: Sage.zh_TW
dc.relation.reference (參考文獻) Cai, J. (2001). Improving mathematics learning: Lessons from cross-national studies of U.S. and Chinese students. Phi Delta Kappan, 82(5), 400-405.zh_TW
dc.relation.reference (參考文獻) Cemen, P. B. (1987). The nature of mathematics anxiety.(ERIC Document Reproduction Service NO ED287729)zh_TW
dc.relation.reference (參考文獻) Chemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64.zh_TW
dc.relation.reference (參考文獻) Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness of fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255.zh_TW
dc.relation.reference (參考文獻) Conger, A. J. (1974). A revised definition for suppressor variables: A guide to their identification and interpretation. Educational and Psychological Measurement, 34, 35-46.zh_TW
dc.relation.reference (參考文獻) Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715-730.zh_TW
dc.relation.reference (參考文獻) Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.zh_TW
dc.relation.reference (參考文獻) Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3&4), 325-346.zh_TW
dc.relation.reference (參考文獻) Diamantopoulos, A., & Siguaw, J. A. (2000). Introducing LISREL: A guide for the uninitiated. Thousand Oaks, CA: Sage.zh_TW
dc.relation.reference (參考文獻) Dreger, R. M., & Aiken, L. R. (1957). The identification of number anxiety in a college population. Journal of Educational Psychology, 48, 344-351.zh_TW
dc.relation.reference (參考文獻) Durik, A. M., Vida, M., & Eccles, J. S. (2006). Task values and ability belief as predictors of high school literacy choices: A developmental analysis. Journal of Educational Psychology, 98(2), 382-393.zh_TW
dc.relation.reference (參考文獻) Edwards, S. R. (2001). Gender-based and mixed-sex classrooms: The relationship of mathematics anxiety, achievement, and classroom performance in female high school math students. Unpublished doctoral dissertation, Georgia State University, Georgia.zh_TW
dc.relation.reference (參考文獻) Fennema, E., & Sherman, J. (1976). Fennema-Sherman Mathematics Attitudes Scales: Instruments designed to measure attitude toward the learning of Mathematics by females and males. Journal for Research in Mathematics Education, 7, 324-326.zh_TW
dc.relation.reference (參考文獻) Ferguson, R. D. (1986). Abstraction anxiety: A factor of mathematics anxiety. Journal for Research in Mathematics Education, 17, 145-150.zh_TW
dc.relation.reference (參考文獻) Frary, R. B., & Ling, J. L. (1983). A factor analytic study of mathematics anxiety. Educational and Psychological Measurement, 43, 985-993.zh_TW
dc.relation.reference (參考文獻) Furner, J. M., & Bermen, T. B. (2003). Math anxiety: Overcoming a major obstacle to the improvement of student math performance. Childhood Education, 79(3), 170-174.zh_TW
dc.relation.reference (參考文獻) Gagne, M., & Deci, E. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26, 331-362.zh_TW
dc.relation.reference (參考文獻) Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77(6), 631-645.zh_TW
dc.relation.reference (參考文獻) Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93(1), 3-13.zh_TW
dc.relation.reference (參考文獻) Gough, M. F. (1954). Mathemaphobia: Causes and treatment. The Clearing House, 28, 290-294.zh_TW
dc.relation.reference (參考文獻) Green, S. B., Lissitz, R. W., & Mulaik, S. A. (1977). Limitations of coefficient alpha as an index of test unidimensionality. Educational and Psychological Measurement, 37, 827-838.zh_TW
dc.relation.reference (參考文獻) Grouzet, F. M. E., Vallerand, R. J., Thill, E. E., & Provencher, P. J. (2004). From environmental factors to outcomes: A test of an integrated motivational sequence. Motivation and Emotion, 28(4), 331-346.zh_TW
dc.relation.reference (參考文獻) Guay, F., Boggiano, A. K., & Vallerand, J. R. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27(6), 643–650.zh_TW
dc.relation.reference (參考文獻) Harter, S. (1981). A new self-report scale of lntrinsic versus extrinsic orientation in the classroom: Motivation and informational components. Developmental Psychology, 17(3), 300-312.zh_TW
dc.relation.reference (參考文獻) Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87-97.zh_TW
dc.relation.reference (參考文獻) Harter, S., Whitesell, N. R. & Kowalski, P.(1992). Individual difference in the effects of educational transitions on young adolescent’s perceptions of competence and motivational orientation. American Educational Research Journal, 29(4), 777-807.zh_TW
dc.relation.reference (參考文獻) Heine, S. J., & Hamamura, T.(2007). In search of east Asian self-enhancement. Personality and Social Psychology Review, 11(1), 1-24.zh_TW
dc.relation.reference (參考文獻) Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33-46.zh_TW
dc.relation.reference (參考文獻) HKPISA Center (2005). The Second HKPISA Report(PISA 2003). Hong Kong: HKPISA Center.zh_TW
dc.relation.reference (參考文獻) Ho, Z. H., Senturk, D., Lam, A. G., Zimmer J. M., Hong, S., Okamoto, Y., & Chiu, S. Y. (2000). The affective and cognitive dimensions of math anxiety: A cross-national study. Journal for Research in Mathematics Education, 31(3), 362-379.zh_TW
dc.relation.reference (參考文獻) Jussim, L., Soffin, S., Brown, R., Ley, J., & Kohlheoo, K. (1992). Understanding reactions to feedback by integrating ideas from symbolic interactionism and cognitive evaluation theory. Journal of Personality and Social Psychology, 62, 402-421.zh_TW
dc.relation.reference (參考文獻) Kline, R. B.(2005). Principles and practice of structural equation modeling(2nd ed.). New York ; London : Guilford.zh_TW
dc.relation.reference (參考文獻) Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98(3), 567-582.zh_TW
dc.relation.reference (參考文獻) Liebert, R. M., & Morris, L. W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological reports, 20, 975-978.zh_TW
dc.relation.reference (參考文獻) Long, J. S. (1983). Confirmatory factor analysis: A preface to LISREL. Beverly Hills, CA: Sage.zh_TW
dc.relation.reference (參考文獻) Losier, G. A., & Vallerand, R. J. (1994). The temporal relationship between perceived competence and self-determined motivation. Journal of Social Psychology, 134, 793-801.zh_TW
dc.relation.reference (參考文獻) Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal of Research in Mathematics Education, 30(5), 520-540.zh_TW
dc.relation.reference (參考文獻) Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: A longitudinal panel analysis. Journal of Adolescence, 27, 165-179.zh_TW
dc.relation.reference (參考文獻) Maasen, G. H.,& Bakker, A. B.(2001). Suppressor variables in path models: Definition and interpretation. Sociological Methods and Research, 30, 241-270.zh_TW
dc.relation.reference (參考文獻) Marsh, H. W.(1990). The structure of academic self-concept: The Marsh/Shavelson Model. Journal of Educational Psychology, 82(4), 623-636.zh_TW
dc.relation.reference (參考文獻) Marsh, H. W., & Shavelson, R. J. (1985). Self-concept: Its multi-faceted, hierarchical structure. Educational Psychology, 20(3), 107-125.zh_TW
dc.relation.reference (參考文獻) Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math and anxiety and its influence on young adolescents’ course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82(1), 60-70.zh_TW
dc.relation.reference (參考文獻) Morris, L. W., Davis, M. A., & Hutchings, C. H. (1981). Cognitive and emotional components of anxiety: Literature review and a revised worry-emotionality scale. Journal of Educational Psychology, 73(4), 541-555.zh_TW
dc.relation.reference (參考文獻) Morris, L. W., Kellaway, D. S., & Smith, D. H. (1978). Mathematics anxiety rating scale: Predicting anxiety experiences and academic performance in two groups of students. Journal of Educational Psychology, 70(4), 589-594.zh_TW
dc.relation.reference (參考文獻) Mulhern, F., Rae, G. (1998). Development of a shortened form of the Fennema-Sherman Mathematics Attitudes Scales. Educational and Psychological Measurement, 58(2), 295-306.zh_TW
dc.relation.reference (參考文獻) Mullis, I. V. S., Martin, M. O., Gonzales, E. J., & Chrostowski, S. J.(2004). TIMSS 2003 International Mathematics Report: Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eight Grades. Chestnut Hill, MA: Boston College.zh_TW
dc.relation.reference (參考文獻) OECD (2004). Learning for tomorrow’s world: First results from PISA 2003. Paris: Author.zh_TW
dc.relation.reference (參考文獻) OECD (2005). PISA 2003 technical report. Paris: Author.zh_TW
dc.relation.reference (參考文獻) OECD(n.d.). Directorate for Education. Retrieved March 20, 2007, from http://www.zh_TW
dc.relation.reference (參考文獻) oecd.org/department/0,2688,en_2649_33723_1_1_1_1_1,00.htmlzh_TW
dc.relation.reference (參考文獻) Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.zh_TW
dc.relation.reference (參考文獻) Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95(3), 589-603.zh_TW
dc.relation.reference (參考文獻) Pintrich, P. R. (2003). Motivation and classroom learning. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Educational psychology (Vol. 7, pp. 103-122). Hoboken, NJ: John Wiley & Sons.zh_TW
dc.relation.reference (參考文獻) Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory research, and applications (2nd ed.). Englewood Cliffs. NJ: Prentice Hall.zh_TW
dc.relation.reference (參考文獻) Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91(3), 537-578.zh_TW
dc.relation.reference (參考文獻) Resnick, H., Viehe, J., & Segal, S. (1982). Is math anxiety a local phenomenon? A study of prevalence and dimensionality. Journal of Counseling Psychology, 29, 39-47.zh_TW
dc.relation.reference (參考文獻) Reyes, L. H. (1984). Affective variables and mathematics education. The Elementary School Journal, 84(5), 558-581.zh_TW
dc.relation.reference (參考文獻) Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551-554.zh_TW
dc.relation.reference (參考文獻) Rounds Jr., J. B., & Hendel, D. D. (1980). Measurement and dimensionality of mathematics anxiety. Journal of Counseling Psychology, 27(2), 138-149.zh_TW
dc.relation.reference (參考文獻) Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749-761.zh_TW
dc.relation.reference (參考文獻) Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67.zh_TW
dc.relation.reference (參考文獻) Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.zh_TW
dc.relation.reference (參考文獻) Sell, L. (1976). The mathematics filter and education of women and minorities. Paper presented at meeting of the American Association for the Advancement of Science, Boston.zh_TW
dc.relation.reference (參考文獻) Slavin, R. (2006). Educational psychology: Theory and practice (8th ed.). Boston: Allyn and Bacon.zh_TW
dc.relation.reference (參考文獻) Standage, M., Duda, J. L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411-433.zh_TW
dc.relation.reference (參考文獻) Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161-1176.zh_TW
dc.relation.reference (參考文獻) Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265–310.zh_TW
dc.relation.reference (參考文獻) Wigfield, A., & Eccles, J. S. (1994). Children’s competence beliefs, achievement values, and general self-esteem change across elementary and middle school. Journal of Early Adolescence, 14(2), 107-138.zh_TW
dc.relation.reference (參考文獻) Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.zh_TW
dc.relation.reference (參考文獻) Wigfield, A., & Meece, J. L. (1988). Math anxiety in elementary and secdary school students. Journal of Educational Psychology, 80(2), 210-216.zh_TW
dc.relation.reference (參考文獻) Williams, J. E. (1994). Anxiety measurement: Construct validity and test performance. Measurement and Evaluation in Counseling and Development, 27(1), 302-307.zh_TW