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題名 國中生數學自我概念、自我效能與成就關係之探討: 以PISA2003香港資料為例
The Relationship among Self-Concept, Self-Efficacy, and Performance in Mathematics: The PISA 2003 Hong Kong Data
作者 盧玟伶
Lu, Wen-Ling
貢獻者 邱美秀
Chiu, Mei-Shiu
盧玟伶
Lu, Wen-Ling
關鍵詞 交叉驗證
中介變項
PISA資料庫
自我概念
自我成就
數學成就
cross validation
mediation
PISA database
self-concept
self-efficacy
mathematics achievement
日期 2007
上傳時間 17-Sep-2009 15:03:33 (UTC+8)
摘要 本研究目的，在利用PISA 2003資料庫為例，分辨數學自我概念、自我效能與數學成就關係之模式的建構。本研究選香港為研究對象，以參加PISA 2003的4402名香港的15歲學生為樣本來進行本研究。本研究運用探索性因素分析(EFA)檢視自我概念與自我效能之測量指標的信效度。分析結果顯示，「自我概念」與「自我效能」的測量模式的建構達良好的信效度。另一研究結果顯示，學生數學自我概念對數學成就之間沒有直接的影響效果，但會透過數學自我效能此中介變項，而產生對數學成就的間接影響效果。此外，在雙交叉驗證方面，顯示研究二組樣本具有交叉效度，研究模式之接受性均相當高。
The purpose of this study was to examine the relationship among self-concept, self-efficacy, and performance in mathematics. The PISA 2003 Hong Kong data was used as an example. There were 4402 15-year-old participants in this survey. Explore factor analysis was used to identify the good measurement models of self-concept and self-efficacy in PISA 2003. The results showed that the measurement models had high reliability and validity. The other result showed self concept had no direct effects on the mathematics achievement. But under the mediation of the mediator, such as self-efficacy, there was indirect effect on the mathematics achievement. Analysis also showed that the two sets of samples have presented cross validity, the research model is highly acceptable.
參考文獻 Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Bandura, A. (1977). Social learning theory. Prentice-Hall, Englewood Cliffs, NJ.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Englewood Cliffs, NJ.
Bandura, A. (1997). Self-efficacy: The exercise of control, freeman. New York.
Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598.
Betz, N. E., & Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behaviour, 23, 329-345.
Bong, M. (1997). Generality of academic self-efficacy judgments: Evidence of hierarchical relations. Journal of Educational Psychology, 89(4), 696-709.
Bong, M., & Skaalvik E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1-40.
Browne, M. W., & Cudeek, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newburry Park, CA: Sage.
Browne, M. W., & Cudeck, R. (1989). Single sample cross validation indices for covariance structures. Multivariate Behavioral Research, 24(4),445-455.
Byrne, B. M., & Shavelson, R. J. (1986). On the structure of adolescent self-concept. Journal of Educational Psychology, 78, 474-481.
Choi, N. (2005). Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the schools, 42(2), 197-205.
Cooley, C. H. (1920). Human nature and social order. New York: Scribner’s.
Feltz, D. L. (1982). Path analysis of the causal elements in Bandura’s theory of self-efficacy and an anxiety-based model of avoidance behaviour. Journal of Personality and Social Psychology, 42, 764-781.
Guarino, A. J. (2004). A comparison of first and second generation multivariate analyses: Canonical correlation analysis and structural equation modelling. Florida Journal of Educational Research, 42, 22-40.
Lent, R. W., & Brown, S. D. (1997). Discriminant and predicative validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy. Journal of Counseling Psychology, 44(3), 307-315.
Lent, R. W., Brown, S. D., & Larkin K. C. (1986). Self-efficacy in the prediction of academic performance and perceived career options. Journal of Counseling Psychology, 33(3), 265-269.
Locke, E. A., Frederick, E., Lee, C., & Bobko, P. (1984). Effect of self-efficacy, goals, and task strategies on task performance. Journal of Applied Psychology, 69(2), 241-251.
Rogers, C. (1951). Client-centered therapy. Boston: Houghton Mifflin.
Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/mathematic performance correspondence. Journal for Research in Mathematics Education, 20, 263-271.
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black W. C. (1998). Multivariate data analysis (5th ed.). Upper Saddle River, NJ; London: Prentice-Hall.
Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87-97.
Hensley, W. E. (1992). The theoretical intersection of the looking-glass-self and social penetration. Paper presented at the Annual Meeting of the Speech Communication Association, Chicago. (ERIC Document Reproduction Service No.ED351742)
House, J. D (2006). Mathematics beliefs and achievement of elementary school students in Japan and the United States: Results from the Third International Mathematics and Science study. The Journal of Genetic Psychology, 167(1), 31-45.
Huang, F. M (2003). Structural equation modelling. Taipei: WuNan. (In Chinese)
Joreskog, K. G., & Sorbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International.
Kelloway, E. K. (1998). Using LISREL for structural equation modelling. UK: SAGE.
Kiamanesh, A. R., Hejazi, E., & Esfahani, Z. N. (2004). The role of math self-efficacy, math self-concept, perceived usefulness of mathematics and math anxiety in math achievement. Retrieved April, 1, 2007, from http://self.uws.edu.au/Conferences/2004_Kabiri_Kiamenesh.pdf
Klassen, R. (2004). A cross-cultural investigation of efficacy beliefs of South Asian immigrant and Anglo Canadian non immigrant early adolescents. Journal of Educational Psychology, 96 (4), 731-742.
Krbavac, M. (2006). Examining an instructional strategy: Relationships between feedback, performance, and self-efficacy in a first-year mathematics course. Paper presented at the Annual Meeting of AERA.
Marat, D. (2005). Assessing mathematics self-efficacy of diverse students from secondary schools in Auckland: Implications for academic achievement. Issues In Educational Research, 15(1), 37-68.
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-969.
Marsh, H. W. (1990a). A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review, 2(2), 77-170.
Marsh, H. W. (1990b). Causal order of academic self-concept and academic achievement: A multi-wave, longitudinal panel analysis. Journal of Educational Psychology, 82(4), 46-56.
Marsh, H. W. (1990c). The structure of academic self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82, 623-636.
Marsh, H. W. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80(3), 366-380.
Marsh, H. W., Carins, L., Relich, J. D., Barnes, J., & Debus, R. (1984). The relationship between dimensions of self-attribution and dimension of self-concept. Journal of Educational Psychology, 76, 3-32.
Marsh, H. W., Kong, C. K., & Hau, K. T. (2000). Longitudinal multilevel models of the Big-Fish-Little-Pond effect on academic self-concept: Counterbalancing contrast and reflected-glory effects in Hong Kong schools. Journal of Personality and Social Psychology, 78(2), 337-349.
Marsh, H. W., & Yeung, A. S. (1997). Coursework selection: Relations to academic self-concept and achievement. American Educational Research Journal, 34(4), 691-720.
Miller, M.B. (1995). Coefficient alpha: A basic introduction from the perspectives of classical test theory and structural equation modeling. Structural Equation Modeling, 2(3), 255-273.
Mead, G. H. (1934). Mind, self and society. Chicago: University of Chicago Press.
Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counselling Psychology, 38, 30-38.
Organization for Economic Cooperation and Development (2003). The PISA 2003 assessment framework – Mathematics, Reading, Science and Problem solving knowledge and skills. Paris: Author.
Organization for Economic Cooperation and Development (1996). Lifelong learning for all. Paris: Author.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193-203.
Pajares, F., & Miller, M. D. (1995). Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. Journal of Counseling Psychology, 42, 190-198.
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.
Reuben, M. B., & David, A. K. (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.
Scheirer, M. A., & Kraut, R. E. (1979). Increasing educational achievement via self concept change. Review of Educational Research, 49, 131-150.
Schunk, D. H. (1981). Modeling and attributional effects on children’s achievement: A self-efficacy analysis. Journal of Educational Psychology, 73(1), 93-105.
Schunk, D. H. (1984). Self-efficacy perspective on achievement behaviour. Educational Psychologist, 19, 48-58.
Schunk, D.H., Hanson, A. R. (1985). Peer models: Influence on children’s self-efficacy and achievement. Journal of Educational Psychology, 77, 313-322.
Shavelson, R. J., & Bolus, R. (1982). Self-concept: The interplay of theory and methods. Journal of Educational Psychology, 74, 3-17.
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretation. Review of Educational Research, 46, 407-441.
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Skaalvik, E. M., & Hagtvet, K. A. (1990). Academic achievement and self-concept: An analysis of casual predominance in a developmental perspective. Journal of Personality and Social Psychology, 58, 292-307.
Skaalvik, E. M., & Skaalvik S. (2006). Self-concept and self-efficacy in mathematics: Relation with mathematics motivation and achievement. Paper presented at the 7th International Conference of the Learning Sciences.
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Randhawa, B. S., Beamer, J. E., & Lundberg, I. (1993). Role of mathematics self-efficacy in the structural model of mathematics achievement. Journal of Educational Psychology, 85, 41-48.
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Yu, M. L. (2006). Latent variable models: the application of SIMPLIS. Taipei: Higher Education Press. (In Chinese)
描述 碩士
國立政治大學
教育研究所
94152033
96
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0094152033
資料類型 thesis
dc.contributor.advisor 邱美秀zh_TW
dc.contributor.advisor Chiu, Mei-Shiuen_US
dc.contributor.author (Authors) 盧玟伶zh_TW
dc.contributor.author (Authors) Lu, Wen-Lingen_US
dc.creator (作者) 盧玟伶zh_TW
dc.creator (作者) Lu, Wen-Lingen_US
dc.date (日期) 2007en_US
dc.date.accessioned 17-Sep-2009 15:03:33 (UTC+8)-
dc.date.available 17-Sep-2009 15:03:33 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 15:03:33 (UTC+8)-
dc.identifier (Other Identifiers) G0094152033en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33000-
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) 94152033zh_TW
dc.description (描述) 96zh_TW
dc.description.abstract (摘要) 本研究目的，在利用PISA 2003資料庫為例，分辨數學自我概念、自我效能與數學成就關係之模式的建構。本研究選香港為研究對象，以參加PISA 2003的4402名香港的15歲學生為樣本來進行本研究。本研究運用探索性因素分析(EFA)檢視自我概念與自我效能之測量指標的信效度。分析結果顯示，「自我概念」與「自我效能」的測量模式的建構達良好的信效度。另一研究結果顯示，學生數學自我概念對數學成就之間沒有直接的影響效果，但會透過數學自我效能此中介變項，而產生對數學成就的間接影響效果。此外，在雙交叉驗證方面，顯示研究二組樣本具有交叉效度，研究模式之接受性均相當高。zh_TW
dc.description.abstract (摘要) The purpose of this study was to examine the relationship among self-concept, self-efficacy, and performance in mathematics. The PISA 2003 Hong Kong data was used as an example. There were 4402 15-year-old participants in this survey. Explore factor analysis was used to identify the good measurement models of self-concept and self-efficacy in PISA 2003. The results showed that the measurement models had high reliability and validity. The other result showed self concept had no direct effects on the mathematics achievement. But under the mediation of the mediator, such as self-efficacy, there was indirect effect on the mathematics achievement. Analysis also showed that the two sets of samples have presented cross validity, the research model is highly acceptable.en_US
dc.description.tableofcontents Chapter One INRODUCTION
1.1 Research Motivation
1.1.1 Why Self-concept and Self-efficacy are chosen?
1.1.2 Why Choose Mathematics?
1.1.3 Why Use PISA Database?
1.2 Purpose of Research
1.3 Research Hypothesis
1.4 Definition
Chapter Two LITERATURE REVIEW
2.1 Self-Concept and Its Relationship with Achievement
2.1.1 Definitions of Self-Concept
2.1.2 Components of Self-Concept
2.1.3 Academic Self-Concept and Academic Performances
2.2 Self-Efficacy and Its Relationship with Achievement
2.2.1 Definition of Self-Efficacy
2.2.2 Academic Self-efficacy and Academic Performances
2.3 Comparison between Academic Self-concept and Academic Self-Efficacy
2.4 Comparison between the Roles of Academic Self-Concept and Academic Self-Efficacy in Achievement
Chapter Three RESEARCH METHOD
3.1 Research Structure
3.2 Data Source and Sample
3.3 Research Constructs
3.4 Statistical Analysis
Chapter Four RESULT
4.1 Component Structure of Mathematics Self-Concept and Mathematics Self-Efficacy
4.2 Relationship Among Self-Concept, Self-Efficacy, and Achievement
4.2.1 Correlation Matrix of Measurement Variables
4.2.2 Parameter Estimation
4.2.3 Assessment of Model Fit
4.2.3.1 Basic Model Fit of “Relationships among Self-Concept, Self-Efficacy and Achievement”
4.2.3.2 Overall Model Fit of “Relationships among Self-Concept, Self-Efficacy and Achievement”
4.2.3.3 Structural Model Fit of “Relationships among Self-Concept, Self-Efficacy and Achievement”
4.2.4 Effect between Latent Variables
4.2.5 Testing Mediation
4.2.6 Cross Validation
Chapter Five DISCUSSION AND CONCLUSION
5.1 Measurement Models of Self-Concept and Self-Efficacy
5.2 The Predictive Utility of Self-Efficacy and Self-Concept
5.3 Implications for Educational Practice
5.4 Limitations and Suggestions
REFERENCE
APPENDIX 1
APPENDIX 2
APPENDIX 3
APPENDIX 4		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0094152033en_US
dc.subject (關鍵詞) 交叉驗證zh_TW
dc.subject (關鍵詞) 中介變項zh_TW
dc.subject (關鍵詞) PISA資料庫zh_TW
dc.subject (關鍵詞) 自我概念zh_TW
dc.subject (關鍵詞) 自我成就zh_TW
dc.subject (關鍵詞) 數學成就zh_TW
dc.subject (關鍵詞) cross validationen_US
dc.subject (關鍵詞) mediationen_US
dc.subject (關鍵詞) PISA databaseen_US
dc.subject (關鍵詞) self-concepten_US
dc.subject (關鍵詞) self-efficacyen_US
dc.subject (關鍵詞) mathematics achievementen_US
dc.title (題名) 國中生數學自我概念、自我效能與成就關係之探討: 以PISA2003香港資料為例zh_TW
dc.title (題名) The Relationship among Self-Concept, Self-Efficacy, and Performance in Mathematics: The PISA 2003 Hong Kong Dataen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.zh_TW
dc.relation.reference (參考文獻) Bandura, A. (1977). Social learning theory. Prentice-Hall, Englewood Cliffs, NJ.zh_TW
dc.relation.reference (參考文獻) Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Englewood Cliffs, NJ.zh_TW
dc.relation.reference (參考文獻) Bandura, A. (1997). Self-efficacy: The exercise of control, freeman. New York.zh_TW
dc.relation.reference (參考文獻) Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598.zh_TW
dc.relation.reference (參考文獻) Betz, N. E., & Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behaviour, 23, 329-345.zh_TW
dc.relation.reference (參考文獻) Bong, M. (1997). Generality of academic self-efficacy judgments: Evidence of hierarchical relations. Journal of Educational Psychology, 89(4), 696-709.zh_TW
dc.relation.reference (參考文獻) Bong, M., & Skaalvik E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1-40.zh_TW
dc.relation.reference (參考文獻) Browne, M. W., & Cudeek, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newburry Park, CA: Sage.zh_TW
dc.relation.reference (參考文獻) Browne, M. W., & Cudeck, R. (1989). Single sample cross validation indices for covariance structures. Multivariate Behavioral Research, 24(4),445-455.zh_TW
dc.relation.reference (參考文獻) Byrne, B. M., & Shavelson, R. J. (1986). On the structure of adolescent self-concept. Journal of Educational Psychology, 78, 474-481.zh_TW
dc.relation.reference (參考文獻) Choi, N. (2005). Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the schools, 42(2), 197-205.zh_TW
dc.relation.reference (參考文獻) Cooley, C. H. (1920). Human nature and social order. New York: Scribner’s.zh_TW
dc.relation.reference (參考文獻) Feltz, D. L. (1982). Path analysis of the causal elements in Bandura’s theory of self-efficacy and an anxiety-based model of avoidance behaviour. Journal of Personality and Social Psychology, 42, 764-781.zh_TW
dc.relation.reference (參考文獻) Guarino, A. J. (2004). A comparison of first and second generation multivariate analyses: Canonical correlation analysis and structural equation modelling. Florida Journal of Educational Research, 42, 22-40.zh_TW
dc.relation.reference (參考文獻) Lent, R. W., & Brown, S. D. (1997). Discriminant and predicative validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy. Journal of Counseling Psychology, 44(3), 307-315.zh_TW
dc.relation.reference (參考文獻) Lent, R. W., Brown, S. D., & Larkin K. C. (1986). Self-efficacy in the prediction of academic performance and perceived career options. Journal of Counseling Psychology, 33(3), 265-269.zh_TW
dc.relation.reference (參考文獻) Locke, E. A., Frederick, E., Lee, C., & Bobko, P. (1984). Effect of self-efficacy, goals, and task strategies on task performance. Journal of Applied Psychology, 69(2), 241-251.zh_TW
dc.relation.reference (參考文獻) Rogers, C. (1951). Client-centered therapy. Boston: Houghton Mifflin.zh_TW
dc.relation.reference (參考文獻) Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/mathematic performance correspondence. Journal for Research in Mathematics Education, 20, 263-271.zh_TW
dc.relation.reference (參考文獻) Hair, J. F., Anderson, R. E., Tatham, R. L., & Black W. C. (1998). Multivariate data analysis (5th ed.). Upper Saddle River, NJ; London: Prentice-Hall.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) Hensley, W. E. (1992). The theoretical intersection of the looking-glass-self and social penetration. Paper presented at the Annual Meeting of the Speech Communication Association, Chicago. (ERIC Document Reproduction Service No.ED351742)zh_TW
dc.relation.reference (參考文獻) House, J. D (2006). Mathematics beliefs and achievement of elementary school students in Japan and the United States: Results from the Third International Mathematics and Science study. The Journal of Genetic Psychology, 167(1), 31-45.zh_TW
dc.relation.reference (參考文獻) Huang, F. M (2003). Structural equation modelling. Taipei: WuNan. (In Chinese)zh_TW
dc.relation.reference (參考文獻) Joreskog, K. G., & Sorbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International.zh_TW
dc.relation.reference (參考文獻) Kelloway, E. K. (1998). Using LISREL for structural equation modelling. UK: SAGE.zh_TW
dc.relation.reference (參考文獻) Kiamanesh, A. R., Hejazi, E., & Esfahani, Z. N. (2004). The role of math self-efficacy, math self-concept, perceived usefulness of mathematics and math anxiety in math achievement. Retrieved April, 1, 2007, from http://self.uws.edu.au/Conferences/2004_Kabiri_Kiamenesh.pdfzh_TW
dc.relation.reference (參考文獻) Klassen, R. (2004). A cross-cultural investigation of efficacy beliefs of South Asian immigrant and Anglo Canadian non immigrant early adolescents. Journal of Educational Psychology, 96 (4), 731-742.zh_TW
dc.relation.reference (參考文獻) Krbavac, M. (2006). Examining an instructional strategy: Relationships between feedback, performance, and self-efficacy in a first-year mathematics course. Paper presented at the Annual Meeting of AERA.zh_TW
dc.relation.reference (參考文獻) Marat, D. (2005). Assessing mathematics self-efficacy of diverse students from secondary schools in Auckland: Implications for academic achievement. Issues In Educational Research, 15(1), 37-68.zh_TW
dc.relation.reference (參考文獻) Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-969.zh_TW
dc.relation.reference (參考文獻) Marsh, H. W. (1990a). A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review, 2(2), 77-170.zh_TW
dc.relation.reference (參考文獻) Marsh, H. W. (1990b). Causal order of academic self-concept and academic achievement: A multi-wave, longitudinal panel analysis. Journal of Educational Psychology, 82(4), 46-56.zh_TW
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