篇名 |
國中生數學學業情緒及數學學習策略與數學學業成就之研究
|
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並列篇名 | Emotions and Learning Strategies on Mathematics Academic Achievement |
作者 | 劉玉玲 |
中文摘要 | 本研究以Fredrickson(1998)的拓展建構觀點與Pekrun(1992)學業情緒觀點為基礎,探討國中生數學的正負面情緒、數學的學習策略、數學學習成就之間的影響效果,以結構方程模式方法,分析所蒐集的觀察資料與模式的適配度。本研究以北桃園7個鄉鎮之國民中學為取樣來源,研究工具為數學學業情緒量表、數學學習策略量表和數學第一次與第二次段考成績。研究結果發現:(1)受試者的負面情緒高於正面情緒,氣憤的平均數最高,愉悅的平均數最低;數學學習策略中專心經營平均數最高,時間安排的最低。(2)數學學業情緒負向影響數學學業成就。(3)數學學業情緒直接正向影響數學學習策略。(4)負向的數學學業情緒,雖與數學學業成就是負相關,但當以數學學習策略為中介變項時,產生直接正向影響數學學業成就的變化,而這是最重要的發現。根據這些主要研究發現,研究者對相關議題與未來研究提出可行建議。 |
英文摘要 | Based on the broaden-and-build theory developed by Fredrickson and the theory of achievement emotions proposed by Pekrun, the present study attempted to construct a structural equation model of a causal relationship among junior high students’ mathematics achievement emotions, mathematics learning strategies, and mathematics academic achievement. The participants were 310 eighth-graders from seven junior high schools in the northern Taoyuan County. The result showed that there is a significantly negative effect of mathematic achievement emotions on mathematic academic performance, but there is a significantly positive and direct effect of mathematic achievement emotions on mathematics learning strategies. The result also revealed that with mathematics learning strategies functioning as a mediator variable, mathematics academic emotions significantly and positively affect academic achievement in mathematics. Implications for theory, instructional intervention and future research were discussed in the end. |
起訖頁 | 161-192 |
關鍵詞 | 數學學業情緒、數學學習策略、數學學業成就、mathematics achievement emotions、mathematics learning strategy、mathematics academic achievement |
刊名 | 課程與教學季刊 |
期數 | 201604 (19:2期) |
出版單位 | 中華民國課程與教學學會 |
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| 國小資優資源班數學課程實施之個案研究 |
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| 心智圖法運用於質性資料分析課程的學習成效評估 |