學生家庭經濟社會文化地位、自我教育期望、數學學習焦慮、放學後參與活動時間、缺課情形對數學學習素養的影響探究――以臺灣參與PISA 2022為例

The Impact of Students’Family Economic, Social and Cultural Status, Self-Education Expectations, Mathematics Learning Anxiety, After-School Activity Time, and Absence from Class on Mathematics Learning Literacy: Evidence from Taiwan’s Participation in PISA 2022 Data

本研究以臺灣參與PISA 2022的4,580筆學生資料，探討家庭經濟社會文化地位、自我教育期望、數學學習焦慮、放學後參與活動投入的時間、缺課情形對於數學學習素養的預測，研究顯示：這八項因素對於學生數學學習素養的解釋變異量為36.0%，其重要性依序為自我教育期望、家庭經濟社會文化地位、放學後的運動時間、數學學習焦慮、放學後打工時間、放學後寫數學作業時間、做家事時間、缺課情形。其中自我教育期望對於數學學習素養的解釋變異量19.00%最高，而家庭經濟社會文化地位、放學後運動時間與數學學習焦慮對於數學學習素養解釋變異量也有12.00%仍不可忽略。雖然學生放學後打工時間、寫數學作業時間、做家事時間、學生缺課情形對於數學學習素養的解釋變異量僅有5.00%，但對數學學習素養仍相當重要，尤其有三項因素對於數學學習素養為負向顯著影響，代表學生放學後參與這些活動時間過多，對於數學學習素養有不良影響。學校、教師與家長應引導學生建立自我教育期望、提供扶助學習策略、給予學習及心理支持、引導學生規劃放學後參與活動的時間分配。

This study employed 4,580 student data from Taiwan participating in PISA 2022 to explore the prediction of family economic, social and cultural status, self-education expectations, mathematics learning anxi¬ety, time invested in activities after school, and absence from school on mathematics learning literacy. The study showed: These eight factors ex¬plained 36.0% of the variance in students’mathematics learning literacys. Their importance in order was self-education expectations, family eco-nomic and social cultural status, exercise time after school, mathemat¬ics learning anxiety, working time after school, and writing mathematics homework after school, housework time, absence from school. Among them, self-education expectations accounted for the highest 19.00% of the variance in mathematics learning literacy, while family socioeco¬nomic and cultural status, after-school exercise time and mathematics learning anxiety also accounted for 12.00% of the variance in mathemat¬ics learning literacy, which cannot be ignored. Although students’time working after school, time writing math homework, time doing house¬work, and students’absence from class explained only 5.00% of the vari¬ance in mathematics learning literacy, they were still very important to mathematics learning literacy. Three factors in particular were important to mathematics learning literacy had a negative significant effect, which meant that students spent too much time participating in these activities after school, which will have a negative impact on mathematics learning literacy. Schools, teachers and parents should guide students to establish self-education expectations, provide supportive learning strategies, pro¬vide learning and psychological support, and guide students to plan their time allocation for participating in activities after school.