以數學學業復原力為調節角色：國中生數學考試焦慮與數學學業成就之關係

Math Academic Resilience as a Moderator: A Study of Junior High School Student’s Math of Test Anxiety on Math Academic Achievement

本研究旨在探討國中生數學考試焦慮與數學學業成就之影響，並以數學學 業復原力做為調節角色。本研究以830 名七年級國中生為對象。研究方法採用 描述統計、t 檢定、階層迴歸等分析方法進行檢定。研究結果發現：（1）七年級 學生的考試焦慮屬於中等程度；（2）男生比女生更有良好的數學復原力「效能」， 但學業復原力的「情緒」與「人際」則未達顯著差異；（3）學生的數學考試焦 慮對數學學業成就具有負向顯著關係；（4）學生的學業復原力可以調節數學考 試焦慮和學業成就之間的關係。最後，根據這些主要研究發現，研究者對相關 議題與未來提出可行建議。

This study investigates the impacts of junior high school student’s test anxiety on mathematics academic achievement， and academic resilience as a moderator. The participants were 830 seventh graders. The analysis method includes descriptive statistics， t test， and hierarchical regression analysis. The major results were as follows: (1) Junior high school seventh graders’ math test anxiety is moderate; (2) The gender has a significant influence on efficacy of math academic resilience that the male is more significant than female; however， no significant influence from gender was found on emotion and interpersonal relationship of math academic resilience; (3) The students’ math test anxiety has a significantly negative association with math academic achievement; (4) The students’ math academic resilience moderates effects on the relationship between math test anxiety and mathematics academic achievement. Finally， discussions and suggestions for instructional implementation and future study were proposed.