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

Emotions and Learning Strategies on Mathematics Academic Achievement

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。

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.