| dc.contributor | 心理系 | |
| dc.creator (作者) | Jen, T.-H.;Lee, C.-D.;Chien, Chin Lung;Hsu, Y.-S.;Chen, K.-M. | |
| dc.creator (作者) | 簡晉龍 | zh_TW |
| dc.date (日期) | 2013-06 | |
| dc.date.accessioned | 21-May-2015 16:24:38 (UTC+8) | - |
| dc.date.available | 21-May-2015 16:24:38 (UTC+8) | - |
| dc.date.issued (上傳時間) | 21-May-2015 16:24:38 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/75235 | - |
| dc.description.abstract (摘要) | Based on the Trends in International Mathematics and Science Study 2007 study and a follow-up national survey, data for 3,901 Taiwanese grade 8 students were analyzed using structural equation modeling to confirm a social-relation-based affection-driven model (SRAM). SRAM hypothesized relationships among students` perceived social relationships in science class and affective and cognitive learning outcomes to be examined. Furthermore, the path coefficients of SRAM for high- and low-achieving subgroups were compared. Given the 2-stage stratified clustering design for sampling, jackknife replications were conducted to estimate the sampling errors for all coefficients in SRAM. Results suggested that both perceived teacher-student relationships (PTSR) and perceived peer relationships (PPR) exert significant positive effects on students` self-confidence in learning science (SCS) and on their positive attitude toward science (PATS). These affective learning outcomes (SCS and PATS) were found to play a significant role in mediating the perceived social relationships (PTSR and PPR) and science achievement. Further results regarding the differences in SRAM model fit between high- and low-achieving students are discussed, as are the educational and methodological implications of this study. © 2012 National Science Council, Taiwan. | |
| dc.format.extent | 379267 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | International Journal of Science and Mathematics Education, 11(3), 575-600 | |
| dc.subject (關鍵詞) | complex sampling; large-scale survey; learning motivation; science achievement; self-determination theory; social relationships; structural equation modeling; TIMSS | |
| dc.title (題名) | PERCEIVED SOCIAL RELATIONSHIPS AND SCIENCE LEARNING OUTCOMES FOR TAIWANESE EIGHTH GRADERS: STRUCTURAL EQUATION MODELING WITH A COMPLEX SAMPLING CONSIDERATION | |
| dc.type (資料類型) | article | en |
| dc.identifier.doi (DOI) | 10.1007/s10763-012-9355-y | |
| dc.doi.uri (DOI) | http://dx.doi.org/10.1007/s10763-012-9355-y | |
