國中生的自我教育期望對師生關係與數學學習興趣影響之縱貫研究

A Longitudinal Study on the Influence of Middle School Students' Self-Education Expectations on Teacher-Student Relationship and Mathematics Learning Interest

國中生的自我教育期望、師生關係與數學學習興趣之關係是值得研究的議題。現有研究多以一次調查資料對上述的變項探究，然而這樣的分析結果往往無法深入瞭解這些變項之間的關聯性。本研究以基隆市國中生學習狀況的資料庫之五波次1,375名學生，透過潛在成長曲線分析國中生教育期望對於師生關係與數學學習興趣的成長變化情形。獲得以下結論：(一)國一時的自我教育期望對於國一的師生關係與數學學習興趣都有正向顯著影響；然而國一的自我教育期望對於師生關係與數學學習興趣的成長幅度都沒有顯著影響。(二)國一時的師生關係對於國一的數學學習興趣有顯著正向影響，同時國一下學期至國三下學期的師生關係之成長，對於同期間的數學學習興趣之成長變化有正向顯著影響，然而國一的師生關係對於國一後五學期的數學學習興趣沒有明顯影響。本研究貢獻在於長期追蹤國中生的師生關係與數學學習興趣的成長軌跡，並發現學生一進入國中就讀的自我教育期望對於師生關係與數學學習興趣有顯著正向關聯，然而隨著時間推移至國三的效果減低；不過國中生的師生關係與數學學習興趣之間的成長變化為正向顯著關聯。針對上述結論，有深入討論，並提出具體建議。

The relationship between middle school students' self-education expectations, teacher-student relationship and interest in mathematics learning are worthy of research. Existing studies mostly used one survey data to explore the above-mentioned variables. However, such analysis results often failed to understand the correlation between these variables. In this study, five waves of 1,375 students from the database of junior high school students in Keelung City were used to analyze the growth and changes of the teacher-student relationship and interest in mathematics learning through the latent growth curve. The following conclusions are obtained: (1)The self-education expectations in the first grade of junior high school had a positive and significant impact on the teacher-student relationship and the interest in mathematics learning in the first grade of junior high school; however, the self-education expectations in the first grade of junior high school had a positive effect on the teacher-student relationship and the interest in mathematics learning. There is no significant impact on the growth rate. (2)The teacher-student relationship in the first grade of junior high school had a significant positive impact on the interest in mathematics learning in the first grade. At the same time, the growth of the teacher-student relationship in the second semester of the first grade of junior high school to the second semester of the third grade in junior high school was very important for the interest in mathematics learning during the same period. Growth changes had a positive and significant impact. However, the teacher-student relationship of the first grade have no obvious influenced on the interest in mathematics learning in the five semesters after the first grade of junior high school. The contribution of this research lied in the long tracking of the growth trajectory of the teacher-student relationship and students' mathematics learning interest, and found that the self-education expectations of students entering the middle school had a significantly positive correlation with the teacher-student relationship and mathematics learning interest, and over time the effect is reduced to the third grade of middle school; however, the teacher-student relationship of students and the growth of interest in mathematics learning were positive and significant correlated. In response to the above conclusions, there were in-depth discussions and specific suggestions.