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題名 Differential psychological processes underlying the skill-development model and self-enhancement model across mathematics and science in 28 countries
作者 邱美秀
Chiu, Mei-Shiu
貢獻者 教育系
關鍵詞 achievement ; domain learning ; self-confidence ; structural equation modeling ; survey research
日期 2012.06
上傳時間 30-六月-2014 18:05:47 (UTC+8)
摘要 The skill-development model contends that achievements have an effect on academic self-confidences, while the self-enhancement model contends that self-confidences have an effect on achievements. Differential psychological processes underlying the 2 models across the domains of mathematics and science were posited and examined with structural equation modeling using the data of grade 8 students from the Trends in International Mathematics and Science Study across 28 countries (N  =  144,069), which generated 2 major findings. In statistical terms, (1) there were negative cross-domain paths leading from achievements to self-confidences, controlling for the positive matching domain paths, as predicted by the skill-development model across domains; (2) there were positive cross-domain paths leading from self-confidences to achievements, controlling for the positive matching domain paths, as predicted by the self-enhancement model across domains. There were, however, qualitative variations in the degrees of support for the 2 models across countries.
關聯 International Journal of Science and Mathematics Education, 10(3), 611-642
資料類型 article
DOI http://dx.doi.org/10.1007/s10763-011-9309-9
dc.contributor 教育系en_US
dc.creator (作者) 邱美秀zh_TW
dc.creator (作者) Chiu, Mei-Shiuen_US
dc.date (日期) 2012.06en_US
dc.date.accessioned 30-六月-2014 18:05:47 (UTC+8)-
dc.date.available 30-六月-2014 18:05:47 (UTC+8)-
dc.date.issued (上傳時間) 30-六月-2014 18:05:47 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/67030-
dc.description.abstract (摘要) The skill-development model contends that achievements have an effect on academic self-confidences, while the self-enhancement model contends that self-confidences have an effect on achievements. Differential psychological processes underlying the 2 models across the domains of mathematics and science were posited and examined with structural equation modeling using the data of grade 8 students from the Trends in International Mathematics and Science Study across 28 countries (N  =  144,069), which generated 2 major findings. In statistical terms, (1) there were negative cross-domain paths leading from achievements to self-confidences, controlling for the positive matching domain paths, as predicted by the skill-development model across domains; (2) there were positive cross-domain paths leading from self-confidences to achievements, controlling for the positive matching domain paths, as predicted by the self-enhancement model across domains. There were, however, qualitative variations in the degrees of support for the 2 models across countries.en_US
dc.format.extent 255350 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.relation (關聯) International Journal of Science and Mathematics Education, 10(3), 611-642en_US
dc.subject (關鍵詞) achievement ; domain learning ; self-confidence ; structural equation modeling ; survey researchen_US
dc.title (題名) Differential psychological processes underlying the skill-development model and self-enhancement model across mathematics and science in 28 countriesen_US
dc.type (資料類型) articleen
dc.identifier.doi (DOI) 10.1007/s10763-011-9309-9en_US
dc.doi.uri (DOI) http://dx.doi.org/10.1007/s10763-011-9309-9en_US