影響國小兒童數學成就之自我調節學習與情感因素分析之研究

The EFFECTS OF SELF-REGULATEDLEARNING AND AFFECTIVEFACTORS ON MATHEMATICSACHIEVEMENT OF PRIMARYSTUDENTS

本研究之主要目的在於探討國小兒童自我調節學習與情感因素對於數學成就的影響，及其與其他重要變項的關聯。本研究的受試者共有897 人，係隨機自中部地區11 所小學中抽取21 班學生為受試者，其中男生438 人，女生459 人，五年級學生573 人，六年級學生324 人。本研究所使用的評量工具，主要有基本資料與家庭社經水準調查表、學生評定自我調節學習調查表、教師評定自我調節學習量表、瑞文氏非文字推理測驗、數學焦慮量表、數學態度量表、重要他人數學態度量表與數學成就調查表。

The main purposes of this study were to explore the effects of self-regulated learningand affective factors on mathematics achievement of primary school students， theirrelationships with background factors.Subjects， 897 primary students， of Study One were randomly selected from 11primary schools in the middle of Taiwan. They belonged to 21 classes， including 438boys and 459 girls.The instruments used in the study are Background and Social Economic StatusInventory， Self-Regulated Learning Scale (Students’ Self-Report)， Self-RegulatedLearning Scale (Teachers’ Form)， Raven’s Standard Progressive Matrices Test，Mathematics Anxiety Scale， Attitudes towards Mathematics Scale， Attitudes towardsMathematics Scale of Significant Others， and Mathematics Achievement Inventory.