國中生知覺數學教師期望、數學學業情緒與數學學業成就之研究：以臺南市為例

A Study of Teacher Expectations of the Mathematics Teachers Perceived by Junior High School Students%2C Mathematics Academic Emotions

本研究旨在瞭解台南市國中生知覺數學教師期望、數學學業情緒與數學學業成就之關係。首先研讀、歸納、整理相關文獻，以建立本研究之理論架構。本研究主要的研究工具為「學生知覺數學教師期望與數學學業情緒量表」。在研究樣本上，以 101學年度台南市公立國中之二年級學生為研究母群，共得有效樣本 570人。在資料處理與分析，以平均數、標準差、單因子變異數分析、獨立樣本 t考驗、多元迴歸分析為主要統計方法。獲得七項結論： 一、國中生知覺數學教師期望以「學習要求」居多。 二、國中生的數學學業情緒以「享受」情緒分數昀高。三、國中生的數學學業成就個別差異大。四、國中生知覺數學教師期望愈趨向「學習要求」，其數學學業情緒愈趨向正向。五、國中生知覺數學教師期望為「教師肯定」時，其數學學業成就的表現高於知覺數學 教師教學風格為「教師關懷」、「學習要求」和「負面回饋」的學生。六、國中生數學學業情緒愈趨向正向，其數學學業成就愈高；數學學業情緒愈趨向負向， 則其數學學業成就愈低。 七、在數學學業情緒的「喜悅」和「心煩」可以正向預測數學學業成就；而「焦慮」會負向預測數學學業成就。

The purpose of this study was to explore the correlation among teacher expectations of the mathematics teachers perceived by junior high school students， mathematics academic emotions and mathematics academic achievement. First of all， the relevant literature was researched， summarized and organized to establish the theoretical framework of this study. The main research tool was ＂Perception of Teacher Expectations of the Mathematics Teachers Scale for Students and Mathematics Emotion Scale.＂ The effective samples， 570 junior high school students， in the study were selected from Grade 8， Junior High Schools in Tainan City. In data processing， the statistical methods used to analyze the data were the average， standard devitation， one‐way ANOVA， independent sample t‐test， multiple regression. Seven conclusions were summarized as following: 1. The highest perception of teacher expectations of the mathematics teachers perceived by the junior high school students was learning requirements. 2. The students’ mathematics academic emotion was highest by the enjoyment score. 3. There was a large gap between the students’ academic achievement in mathematics learning. 4. For the junior high school students， the teacher expectations of the mathematics teachers ＂learning requirements＂ was positively correlated to all the positive mathematics academic emotions. 5. For the junior high school students， they learned with the teacher expectations of the mathematics teachers ＂teacher’s affirmation＂ had better mathematics academic achievement than those who learned with the teacher expectations of the mathematics teachers ＂ learning requirements ＂ ， ＂teachers’ caring＂ ‘and ＂negative feedback ＂. 6. For the junior high school students， there was significant positive correlation between their positive mathematics academic emotions and mathematics academic achievement. There was significant negative correlation between their negative mathematics academic emotions and mathematics academic achievement. There were no significant difference between mathematics academic emotions ＂angry＂ or ＂shame＂ and their academic achievement. 7. The students whose mathematics academic emotions were ＂joyful＂ or ＂fidget ＂ could be predicted to have higher academic achievement in mathematics. And those who had more mathematics academic emotions as ＂anxious＂ could be predicted to have lower academic achievement in mathematics. Based on this study findings， suggestions for teaching， educational guidance and further studies were proposed.