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    政大機構典藏 > 理學院 > 心理學系 > 期刊論文 >  Item 140.119/75235


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    題名: PERCEIVED SOCIAL RELATIONSHIPS AND SCIENCE LEARNING OUTCOMES FOR TAIWANESE EIGHTH GRADERS: STRUCTURAL EQUATION MODELING WITH A COMPLEX SAMPLING CONSIDERATION
    作者: Jen, T.-H.;Lee, C.-D.;Chien, Chin Lung;Hsu, Y.-S.;Chen, K.-M.
    簡晉龍
    貢獻者: 心理系
    關鍵詞: complex sampling;large-scale survey;learning motivation;science achievement;self-determination theory;social relationships;structural equation modeling;TIMSS
    日期: 2013-06
    上傳時間: 2015-05-21 16:24:38 (UTC+8)
    摘要: Based on the Trends in International Mathematics and Science Study 2007 study and a follow-up national survey, data for 3,901 Taiwanese grade 8 students were analyzed using structural equation modeling to confirm a social-relation-based affection-driven model (SRAM). SRAM hypothesized relationships among students` perceived social relationships in science class and affective and cognitive learning outcomes to be examined. Furthermore, the path coefficients of SRAM for high- and low-achieving subgroups were compared. Given the 2-stage stratified clustering design for sampling, jackknife replications were conducted to estimate the sampling errors for all coefficients in SRAM. Results suggested that both perceived teacher-student relationships (PTSR) and perceived peer relationships (PPR) exert significant positive effects on students` self-confidence in learning science (SCS) and on their positive attitude toward science (PATS). These affective learning outcomes (SCS and PATS) were found to play a significant role in mediating the perceived social relationships (PTSR and PPR) and science achievement. Further results regarding the differences in SRAM model fit between high- and low-achieving students are discussed, as are the educational and methodological implications of this study. © 2012 National Science Council, Taiwan.
    關聯: International Journal of Science and Mathematics Education, 11(3), 575-600
    資料類型: article
    DOI 連結: http://dx.doi.org/10.1007/s10763-012-9355-y
    DOI: 10.1007/s10763-012-9355-y
    顯示於類別:[心理學系] 期刊論文

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