| dc.contributor.advisor | 余民寧 | zh_TW |
| dc.contributor.advisor | Yu, Min Ning | en_US |
| dc.contributor.author (Authors) | 韓珮華 | zh_TW |
| dc.contributor.author (Authors) | Han, Pei Hua | en_US |
| dc.creator (作者) | 韓珮華 | zh_TW |
| dc.creator (作者) | Han, Pei Hua | en_US |
| dc.date (日期) | 2006 | en_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) | G0094152023 | en_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) | 94152023 | zh_TW |
| dc.description (描述) | 95 | zh_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 |
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| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0094152023 | en_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 motivation | en_US |
| dc.subject (關鍵詞) | instrumental motivation | en_US |
| dc.subject (關鍵詞) | mediator variable | en_US |
| dc.subject (關鍵詞) | negative suppressor variable | en_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 2003 | en_US |
| dc.type (資料類型) | thesis | en |
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