政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/31677
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 113318/144297 (79%)
造访人次 : 51020611      在线人数 : 942
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻
    政大機構典藏 > 教育學院 > 教育學系 > 學位論文 >  Item 140.119/31677


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/31677


    题名: 從期望價值論驗證數學自我概念、效用性價值與數學成就之結構關係-以PISA2003香港資料為例
    作者: 黃秋華
    贡献者: 邱美秀
    黃秋華
    关键词: 期望價值論
    數學效用性價值
    數學自我概念
    數學成就
    日期: 2006
    上传时间: 2009-09-14 11:17:09 (UTC+8)
    摘要: 大型資料庫的建制與分析逐漸成為一種教育研究趨勢，本研究即以PISA 2003資料庫為例，亟欲驗證期望價值論裡的構念和成就之結構關係，因此，由測量模式出發，擬運用探索性因素探索研究工具的信效度，以作為結構方程模式驗證結構關係模式之基礎，並驗證期望價值論下之動機二成分模式。本研究主要研究目的為驗證期望價值論的數學效用性價值、數學自我概念與成就之結構關係，且數學效用性價值是正向直接影響數學成就，並且會經由數學自我概念而間接影響數學成就，並為使本研究所建立的理論模型具有模型穩定之證據，將有效樣本隨機分為建模樣本與驗證樣本，進行模型的交叉驗證。研究樣本為香港十五歲學生，有效樣本為4437人。研究結果顯示：測量模式方面，顯示數學效用性價值以及數學自我概念具有良好的信效度；數學效用性價值以及數學自我概念為學習動機的二成分；結構模式方面，顯示數學效用性價值是正向影響數學成就，且數學效用性價值會經由數學自我概念對數學成就有間接影響，亦即數學自我概念扮演數學效用性價值及數學成就之中介變項。因此，本研究之理論假設獲得實徵資料的支持。
    參考文獻: 李善良、單墫 （民91）。我們為什麼要學習數學-兼及新世紀中小學數學課程目標。數學傳播，26（4），77-88。
    余民寧（民95）。潛在變項模式：SIMPLIS的應用。台北：高等教育。
    邱皓政（民92）。自我概念向度與成分雙維理論之效度檢驗與相關因素研究。教育與心理研究，26，85-131。
    洪碧霞、林娟如（民94）。台灣學生學習成就資料庫建置的設計思考。研習資訊，22（2），16-25。
    邱俊仁（民92）。高雄地區國一學生數學焦慮與數學成就之相關研究。國立高雄師範大學數學系碩士論文，未出版，高雄市。
    許杏如（民93）。臺北市國小五、六年級學童英語學習動機、英語焦慮與英語成就之相關研究。台北市立師範學院國民教育研究所碩士論文，未出版，台北市。
    陳正昌、程炳林、陳新豐、劉子鍵（民92）。多變量分析方法-統計軟體應用。台北：五南。
    陳怡華（民90）。國小學生家庭環境、閱讀動機與國語科學業成就之關係研究。國立高雄師範大學教育學系碩士論文，未出版，高雄市。
    陳新豐（民94）。從TIMSS談影響學生科學學習的因素。研習資訊，22（2），36-47。
    張春興（民93）。教育心理學。台北：東華。
    張淑芳（民95）。高職進修學校學生父母管教方式、學習動機與學習成效之研究-以電腦課程為例。國立彰化師範大學商業教育學系碩士論文，未出版，彰化市。
    國科會（民93）。近年來我國中、小學生數理科表現升？或降？-國際數學與科學教育成就趨勢調查結果。檢索自：http://www.nsc.gov.tw/_newfiles/head.asp--add_year=2004__tid=38。（檢索日期民國95年1月15日。）
    曹博勝（民94）。TIMSS2003台灣國中二年級學生的數學成就及其相關因素之探討。科學教育，283，2-34。
    程炳林（民89）。認知-意動成分與學習表現之相關研究。師大學報：教育類，45（1），43-59。
    程炳林（民90）。動機、目標設定、行動控制、學習策略之關係：自我調整學習歷程模式之建構與驗證。師大學報：教育類，46（1），67-92。
    葛建志（民93）。國民小學五年級學生數學歸因信念、數學態度、數學焦慮與數學成就之相關研究。國立臺南大學教育經營與管理研究所碩士論文。
    劉政宏（民92）。考試壓力、回饋方式對國小學生學習表現、自我價值、學習動機之影響。國立台灣師範大學教育心理與輔導研究所碩士論文，未出版，台北市。
    劉政宏、張景媛、許鼎延、張瓊文（民94）。國小學生學習動機成分之分析及其對學習行為之影響。教育心理學報，37（2），173-196。
    謝進昌、余民寧（民95）。影響數學成就因素之心理特質模式建構：以PISA資料庫為例。教育心理學報，審稿中。
    羅珮華（民93）。從「第三次國際科學與數學教育成就研究後續調查（TIMSS 1999）」結果探討國中學生學習成就與學生特質的關係：七個國家之比較。國立台灣師範大學科學教育研究所博士論文，未出版，台北市。
    蘇美枝（民94）。態度與動機對國中學生英語成就之相關研究。國立高雄師範大學英語學系碩士論文，高雄市，未出版。
    Atkinson, J. W. (1957). Motivational determinants of risk taking behavior. Psychological Review, 64, 359-372.
    Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structure equation models. Journal of the Academic of Marketing science, 16, 74-94.
    Bandalos, D. L., Yates, K., & Thorndike-Christ, T. (1995). Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety. Journal of Educational Psychology, 87(4), 611-623.
    Bandura, (1997). Self-Efficacy: The Exercise of control. New York: W. H. Freeman.
    Barron, R. M., & Kenny, D. A.（1986）. The moderator-mediator variable distinction in social psychological research: conceptuall, strategic, and statistical considerations. Journal of Personality and social, 51(6), 1173-1182.
    Berndt, T. J., & Miller, K. E. (1990). Expectancies, values, and achievement in junior high school. Journal of Educational Psychology, 82(2), 319-326.
    Boggiano, A. K. (1998). Maladaptive achievement patterns: A test of a diathesis-stress analysis of helplessness. Journal of Personality and social Psychology, 74, 1681-1695.
    Bong, M., & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34(3), 139-153.
    Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1-40.
    Bouffard T., Marcoux M-F, Vezeau C., & Boudeleau L. (2003). Change in self- perception of competence and intrinsic motivation among elementary school children. British Journal of Educational Psychology, 73(2), 171-186.
    Browne, M. W., & R. Cudeck (1989), Single sample cross validation indices for covariance structures, Multivariate Behavioral Research, 24(4), 445-455.
    Chen, C., & Stevenson, H. W. (1995). Motivational and mathematics achievement: A comparative study of Asian-American, Caucasian-American, and East-Asian high school students. Child Development, 66, 1215-1234.
    Cheng, K. M. (1997). Quality assurance in education: The East Asian perspective. Quality in Educatio, 4, 399-410.
    Crandall, V. C. (1963). Reinforcement effects of adult actions and nonreactions on children’s achievement expectations. Children Development, 34, 335-354.
    Crandall, V. C., & Good, S., & Crandall, V. J. (1964). The reinforcement effects of adult actions and nonreactions on children’s achievement expectations: A replication study. Children Development, 35, 485-497.
    Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71, 1-27.
    Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
    Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
    Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3, 4), 325-346.
    Dweck, C. S., & Elliott, E. S. (1983). Achievement motivation. In P. H. Mussen (Series Ed.) & E. M. Heatherington (Vol. Ed.), Handbook of child psychology: Vol 4. Socialization, personality, and sociall development (4th ed., pp. 643-691). New York: Wiley.
    Durik, A. M., Vida, M., & Eccles, J. S. (2006). Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis. Journal of Educational Psychology, 98(2), 382-393.
    Eccles, J., Adler, T., Futterman, R., Goff, S., Kaczala, C., Meece, J., & Midgley, C. (1983). Expectancies, values and academic behaviors. In Spence, J. T. (Eds). Achievement and Achievement Motives, pp. 75-146, San Francisco: W. H. Freeman.
    Eccles, J. (1994). Understanding women’s educational and occupational choices: Applying the Eccles et al. model of achievement-related choice. Psychology of Woman Quarterly, 18, 585-609.
    Eccles, J., & Wigfield, A. (2002). Motivational beliefs, values and goals. Annual Review of Psychology, 53, 109-132.
    Eccles, J., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender differences in children`s self- and task perceptions during elementary school. Child Development, 64, 830-847.
    Engelhard, G., Jr. (1990). Math anxiety, mother’s education, and the mathematics performance of adolescent boys and girls: Evidence from the United States and Thailand. The Journal of Psychology, 124(3), 289-298.
    Fredricks, J., ＆ Eccles, J. S. (2002). Children’s competence and values beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology. 38(4), 519-533.
    Gagne, M., & Deci, E. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26, 331-362.
    Ginsburg, G. S., ＆ Bronstein, P. (1993). Family factors related to children’s intrinsic/extrinsic motivational orientation and academic performance. Child Development, 64, 1461-1474.
    Guay, F., Boggiano, A. K., & Vallerand, J. R. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27(6), 643-650.
    Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95(1), 124-136.
    Hair, J. F., Anderson, R. E., Tatham, R. L., & Black W. C. (1998). Multivariate data analysis. Upper Saddle River, NJ；London: Prentice-Hall.
    Hayamizu, T. (1997). Between intrinsic and extrinsic motivation: Examination of reasons for academic study based on the theory of internalization. Japanese Psychological Research, 39(2), 98-108.
    House, J. D. (1992). Achievement-related expectancies, academic self-concept, and mathematics performance of academically under prepared adolescent students. The Journal of Genetic Psychology, 154(1), 61-71.
    Husman, J., Derryberry, W. P., Crowson, H. M., & Lomax R. (2004). Instrumentality, task value, and intrinsic motivation: Making sence of their independent interdependence. Contemporary Educational Psychology, 29, 63-76.
    Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J., & Wigfield, A. (2002). Chandes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73(2), 509-527.
    Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Personality and Social support, 98(3), 567-582.
    Leung, F. K. S. (2002). Behind the high achievement of Asian students. Educational Research and Evaluation, 8(1), 87-108.
    Lofland, A. (1993). Mathematics and gender: An analysis of students’ attitudes toward mathematics at the university of Hawaii. Studies in Educational Evaluation, 26, 143-152.
    McClelland, D. C., Atkinson, J. W., Clark, R. A., & Lowell, E. L. (1953). The achievement motive. New York: Appleton-Century-Crofts.
    Marsh, H. W. (1990). The structure of academic self-concept: The Marsh/Shhavelson Model. Journal of Educational Psychology, 82(4), 623-636.
    Marsh, H W., Craven, R., & Debus, R. (1999). Separation of competency and affect components of multiple dimensions of academic self-concept: A developmental perspective. Merrill-Palmer Quarterly, 45, 567-601.
    Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O. & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering. Child Development, 76(2), 397-416.
    Maslow, A. H. (1970). Motivation and personality. New York: Harper and Row.
    Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents’ course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82(1), 60-70.
    Meyer, D. K., & Turner, J. C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist, 37(2), 107-114.
    MacCallum, R. C., M., Roznowski, M., Mar, C. and J. V. Reith（1994）. Alternative strateiges for cross-validation of covariance structuremodels, Multivariate Behavioral Research, 29(1), pp.1-32.
    Organization for Economic Co-operation and Development (2006). PISA 2003 database. Retrieved August 20, 2006 from http://pisaweb.acer.edu.au/oecd_2003_pisa_data_s1.html
    Organization for Economic Co-operation and Development (2005a). PISA 2003 data analysis manual: SPSS Users. Paris: OECD.
    Organization for Economic Co-operation and Development (2005b). PISA 2003 technical report. Paris: OECD.
    Organization for Economic Co-operation and Development (2004). Learning for tomorrow’s world: First results from PISA 2003. Paris: OECD.
    Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
    Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86, 193-203.
    Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95(3), 589-603.
    Pintrich, P. R., & Schunk, d. H. (2002). Motivation in education: Theory research, and applications (2nd ed.). Englewood Cliffs. NJ: Prentice Hall.
    Pintrich, P. R. (2003). Motivational and classroom learning. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of Psychology: Educational Psychology (Vol. 7, pp.103-122). Hoboken, NJ: John Wiley & Sons.
    Pintrich, P. R., & Groot E. V. D. (1990). Motivational and Self-Regulated Learning Component of classroom Academic Performance. Journal of Educational Psychology, 82(1), 33-40.
    Reeve, J., & Cole, S. G. (2001). Integration of affect and cognition in intrinsic motivation. The Journal of Psychology, 121(5), 441-449.
    Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749-761.
    Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definition and new directions. Contemporary Educational Psychology, 25, 54-67.
    Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
    Simpkins, S. D., Davis-Kean, P. D., & Eccles, J. S. (2006). Math and science Motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70-83.
    Unrau, N., & Schlackman, J. (2006). Motivation and its relationship with reading achievement in an urban middle school. The Journal of Educational Research, 100(2), 81-101.
    Vallerand, R. J., & Fortier, M. S. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social, 7, 1161-1176.
    Weiner, B. (1972). Theories of motivation: From mechanism to cognition. Chicago: Markham.
    Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49-79.
    Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
    Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
    Wigfield, A., Eccles, J. S., & Rodriguez, D. (1998). The development of children’s motivation in school context. Review of Research in Education, 23, 73-118.
    Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., ArbretonA, J. A., Freedman-Doan, C., ＆ Blumenfeld, P. C. (1997). Change in children’s competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Education Psychology, 89(3), 451-469.
    Wigfield, A., Harold, R., Eccles, J. S., Blumenfeld, P. B., Aberbach, A., Freedman-Doan, K., & Yoon, K. S. (1992). The structure of children’s ability perceptions and achievement values: age, gender, and domain difference. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.
    Whang, P. A., & Hancock, G. R. (1994). Motivation and mathematics achievement: Comparisons between Asian-American and non-Asian students. Contemporary Educational Psychology, 19, 302-322.
    Wong, E. H., Wiest, D. J., & Cusick, L. B. (2002). Perceptions of autonomy support, parent attachment, competence and self-worth. Adolescence, 37, 255-266.
    Xiang, P., McBride, R., Guan, J., ＆ Solmon, M. (2003). Childdren’s motivation in elementary physical education: An expectancy-value model of achievement choice. Research Quarterly for Exercise and Sport, 74(1), 25-35.
    描述: 碩士
    國立政治大學
    教育研究所
    94152024
    95
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0094152024
    数据类型: thesis
    显示于类别:[教育學系] 學位論文

    文件中的档案:

    档案 大小格式浏览次数
    index.html0KbHTML2375检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回馈