Using a Latent Growth Model to Explore the Effect of Family Socioeconomic Status on Mathematics Learning Achievement of Junior High School Students in Keelung City: Taking Mathematics Tutoring Time and Learning Motivation Trajectory as Mediating Variables
Although many studies have explored the role of learning motivation growth in studying mathematics, little is known about the role of that growth in predicting mathematics learning achievement. This study aims to understand the influence of students’ family socioeconomic status (SES), the time students spend being tutored in mathematics, and students’ learning motivation growth trajectories on their math learning achievement. It uses 1,251 samples taken from a database tracking junior high school students’ learning status. Data analysis using the latent growth model lead to the following conclusions: (1) The SES of seventh grade students had a positive effect on the time they spent receiving tutoring in mathematics while in the seventh grade, but had no significant effect on the growth rate of the time they spent receiving tutoring in mathematics in the subsequent five semesters; (2) The SES of grade seven students had a positive effect on their motivation toward learning mathematics, the growth rate of their learning motivation in the subsequent five semesters, and their learning achievement in mathematics in the ninth grade; (3) The mathematics tuition time of the seventh grade had a positive and significant effect on the mathematics learning achievement of the ninth grade, but the growth rate of the five-semester tuition time had no significant effect on the ninth grade mathematics learning achievement. (4) Mathematics learning motivation in the seventh grade had a positive and significant impact on the mathematics learning achievement in the ninth grade, but the growth rate of learning motivation had no significant impact on the mathematics learning achievement in the ninth grade. (5) The SES of the seventh grader had a partial mediated effect on the ninth grade mathematics learning achievement through the time of mathematics tutoring and the starting point of mathematics learning motivation, but the SES had no significant mediated effect on the mathematics learning achievement through the time of mathematics tutoring and the growth of mathematics learning motivation. The main contributions of this research include the finding that the family SES of seventh graders only had a positive and significant effect on the time they spent being tutored in mathematics while in seventh grade, and was not found to affect the time they spent being tutored in mathematics in the next three years. However, the family SES in the seventh grade had a significant effect. However, family SES had a positive impact on the growth of students’ learning motivation across five semesters. In addition to in-depth discussion of these conclusions and their implications, specific suggestions are offered for improving learning achievement in mathematics.
|家庭社經地位、數學補習時間、數學學習動機、潛在成長模式、family socioeconomic status、time for tutoring mathematics、motivation for mathematics learning、latent growth curve model