政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/32993
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 114104/145136 (79%)
Visitors : 52229232      Online Users : 275
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/32993


    Title: 數學焦慮認知與情意影響數學內在動機、自我概念與成就之模式：以PISA 2003香港資料為例
    Authors: 林姿諭
    Lin, Zih-Yu
    Contributors: 邱美秀
    林姿諭
    Lin, Zih-Yu
    Keywords: 數學焦慮
    數學內在動機
    數學自我概念
    數學成就
    Mathematics Anxiety
    Mathematics Intrinsic Motivation
    Mathematics Self-Concept
    Mathematics Achievement
    Date: 2006
    Issue Date: 2009-09-17 15:02:38 (UTC+8)
    Abstract: 本研究運用PISA 2003資料庫為例，說明數學焦慮之認知與情意，如何影響學生數學內在動機、自我概念與成就的機制。本研究的研究對象，為香港十五歲學生，並採取整列剔除法（listwise deletion）刪除作答不全的缺失值與極端值，共計取得有效樣本為4,397人，其中男生2,168位，女生2,229位。研究結果顯示：第一、數學焦慮之認知與情意模式獲得驗證；第二、數學焦慮之認知與情意除了直接影響數學成就之外，還能經由數學內在動機與自我概念，對數學成就產生間接影響。
    The purpose of the present study was to assess the influence of mathematics anxiety (including the cognitive and affective dimensions), mathematics intrinsic motivation, and mathematics self-concept on mathematics achievement. Participants were 4,397 9th-grade students from Hong Kong who attended PISA 2003 study. The results of confirmatory factor analyses supported the theoretical distinction between cognitive and affective dimensions of mathematics anxiety. The analysis of structural equation modeling confirmed that the cognitive and affective dimensions of mathematics anxiety can predict mathematics achievement through the mediating effect of mathematics intrinsic motivation and mathematics self-concept.
    Reference: 王三幸（1992）。影響國小高年級學生數學學業成就的相關因素研究。國立臺灣師範大學教育研究所碩士論文，未出版，台北市。
    古明峰（1997）。孩子為什麼害怕數學：談數學焦慮。國教世紀，175，29-33。
    余民寧（2006）。潛在變項模式：SIMPLIS的應用。臺北市：高等教育。
    余民寧（1994）。壓抑變項及其對資料分析的影響（上）。教育研究雙月刊，40，39-44。
    李曉東（1997）。學業自我概念：結構、機制及與學習成績的關係。教育學報，25（1），63-79。
    吳梅蘭、曾哲仁（1994）。國小學童數學態度及其相關因素之研究。台南師院學生學刊，15，19-38。
    吳明隆、葛建志（2006）。國民小學學生數學歸因信念、數學態度、數學焦慮與數學成就之相關研究。高雄師大學報，21，1-18。
    周文松（2006）。國中學生學習動機、家長教育期望與學業成就──以中部地區為例。國立彰化師範大學教育研究所碩士論文，未出版，彰化市。
    邱俊仁（2003）。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。
    邱皓政（2003）。自我概念向度與成分雙維理論之校度檢驗與相關因素研究。教育與心理研究，26，85-131。
    邱正雄（2005）。國中、小學生自然與生活科技學習領域學習焦慮與學習動機之研究。國立花蓮教育大學科學教育研究所碩士論文，未出版，花蓮市。
    陳玉玲（2003）。國小學生內、外在動機在數學學業表現中的角色。教育學刊，21，173-193。
    許斯琪（2002）。數學教師降低國中學生數學焦慮之行動研究。國立彰化師範大學科學教育研究所在職進修專班碩士論文，未出版，彰化市。
    許杏如（2004）。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。
    張春興（1994）。教育心理學：三化取向的理論與實踐。臺北市：臺灣東華。
    張淑芳（2006）。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。
    黃芳銘（2003）。結構方程模式：理論與應用。台北市：五南。
    葉雅雯（2006）。國小學童「自然與生活科技」學習動機與學習焦慮之調查研究。國立屏東教育大學數理教育研究所碩士論文，未出版，屏東市。
    葛建志（2004）。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，未出版，台南市。
    蔡文標（2003）。影響國小數學低成就學生數學成就的相關因素及直接教學效果之研究。特殊教育學報，17，229-230。
    蔡文標（2003）。數學焦慮之探究。中等教育，54（5），68-83。
    鍾思嘉、林青青、蔣治邦（民80）。國小學童數學焦慮之形成與原因。教育心理與研究，14，99-139。
    魏麗敏（1996）。國小學生學習動機、數學焦慮與數學成就之研究。國民教育研究集刊，4，133-155。
    蘇美枝（2005）。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，未出版，高雄市。
    Adams, N. A., & Holcomb, W. R. (1986). Analysis of the relationship between anxiety about mathematics and performance. Psychological Reports, 59, 943-948.
    Alkhateeb, H. M., & Taha, N. (2002). Mathematics self-concept and mathematics anxiety of undergraduate majors in education. Psychological Reports, 91(3), 1273-1275.
    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.
    Baron, R. M., & Kenny, D. A. (1986). The moderator － mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and social psychology, 51(6), 1173-1182.
    Benson, J., Bandalos, D., & Hutchinson, S. (1994). Model of test anxiety among males and females. Anxiety, Stress, and Coping, 7, 131-148.
    Betz, N. E. (1978). Prevalence, distribution, and correlates of math anxiety in college students. Journal of Counseling Psychology, 25(5), 441-448.
    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., Vezeau, C., & Bordeleau, L. (2003).Changes in self-perceptions of competence and intrinsic motivation among elementary schoolchildren. British Journal of Educational Psychology, 73, 171-186.
    Byrne, B. M., & Gavin, D. A. W. (1996). The Shavelson model revisited: Testing for the structure of academic self-concept across pre-, early, and late adolescents. Journal of Educational Psychology, 88(2), 215-228.
    Cates, G. L., & Rhymer, K. N. (2003). Examining the relationship between mathematics anxiety and mathematics performance: An instructional hierarchy perspective. Journal of Behavioral Education, 12(1), 23-34.
    Corbière, M., Fraccaroli, F., Mbekou, V., & Perron, J. (2006). Academic self-concept and academic interest measurement: A multi-sample European study. European Journal of Psychology of Education, 21(1), 3-15.
    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.
    Deffenbacher, J. L. (1978). Worry, emotionality, and task-generated interference in test anxiety: An empirical test of attentional theory. Journal of Educational Psychology, 70(2), 248-254.
    Dev, P. C. (1997). Intrinsic motivation and academic achievement. Remedial & Special Education, 18(1), 12-19.
    Dew, K. M. H., Galassi, J. P., & Galassi, M. D. (1983). Mathematics anxiety: Some basic issues. Journal of Counseling Psychology, 30(3), 443-446.
    Dew, K. M. H., Galassi, J. P., & Galassi, M. D. (1984). Math anxiety: Relation with situational test anxiety, performance, physiological arousal, and math avoidance behavior. Journal of Counseling Psychology, 31(4), 580-583.
    Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
    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.
    Frary, R. B., & Ling, J. L. (1983). A factor analytic study of mathematics anxiety. Educational and Psychological Measurement, 43, 985-993.
    Gilroy, M. (2002). Waking up students’ math/science attitudes and achievement. The Education Digest, 68(4), 39-44.
    Ginsburg, G. S., ＆ Bronstein, P. (1993). Family factors related to children’s intrinsic/extrinsic motivational orientation and academic performance. Child Development, 64, 1461-1474.
    Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82(3), 525-538.
    Green, L. T. (1990). Test anxiety, mathematics anxiety, and teacher comments: Relationships to achievement in remedial mathematics classes. Journal of Negro Education, 59(3), 320-333.
    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 (5th ed.). Upper Saddle River, N.J.: Prentice Hall.
    Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33-46.
    Ho, H. Z., Senturk, D., Lam, A. G., Zimmer, J. M., Hong, S., & Okamoto, Y. (2000). The affective and cognitive dimensions of math anxiety: A cross-national study. Journal for Research in Mathematics Education, 31(3), 362-379.
    House, J. D. (1992). Achievement-related expectancies, academic self-concept, and mathematics performance of academically underprepared adolescent students. The Journal of Genetic Psychology, 154(1), 61-71.
    Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73(2), 509-527.
    Köller, O., Baumert, J., & Schnabel, K. (2001). Does interest matter? The relationship between academic interest and achievement in mathematics. Journal for Research in Mathematics Education, 32(5), 448-470.
    Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520-540.
    Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28, 26-48.
    Marlene, C. (1993). Parent and student attitudes toward mathematics as they relate to third grade mathematics achievement. Journal of Instructional Psychology, 20(2), 96-101.
    Marsh, H. W. (1990). Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis. Journal of Educational Psychology, 82(4), 646-656.
    Marsh, H. W., & Yeung, A. S. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89(1), 41-54.
    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.
    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.
    Morris, L. W., Davis, M. A., & Hutchings, C. H. (1981). Cognitive and emotional components of anxiety: Literature review and a revised worry-emotionality scale. Journal of Educational Psychology, 73（4）, 541-555.
    Morris, L. W., & Fulmer, R. S. (1976). Test anxiety (worry and emotionality) changes during academic testing as a function of feedback and test importance. Journal of Educational Psychology, 68(6), 817-884.
    Morris, L. W., & Liebert, R. M. (1970). Relationship of cognitive and emotional components of test anxiety to physiological arousal and academic performance. Journal of Consulting and Clinical Psychology, 35(3), 332-337.
    The Organization for Economic Co-operation and Development （2005）. PISA 2003 technical report. Paris: OECD.
    Perry, A. B. (2004). Decreasing math anxiety in college students. College Student Journal, 38(2), 321-324.
    Rawsthorne, L. J., & Elliot, A. J. (1999). Achievement goals and intrinsic motivation: A meta-analytic review. Personality and Social Psychology Review, 3(4), 326-344.
    Reeve, J., & Cole, S. G. (2001). Integration of affect and cognition in intrinsic motivation. The Journal of Psychology, 121(5), 441-449.
    Reyes, L. H. (1984). Affective variables and mathematics education. The Elementary School Journal, 84(5), 558-581.
    Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counselng Psychology, 19(6),551-554.
    Rounds, J. B., Jr., & Hendel, D. D. (1980). Measurement and dimensionality of mathematics anxiety. Journal of Counseling Psychology, 27(2), 138-149.
    Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
    Sarason, I. G. (1986). Test anxiety, worry, and cognitive interference. In R. Schwarzer (Ed.), Self-related cognitions in anxiety and motivation (pp. 19-33). Hillsdale, NJ: Erlbaum.
    Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretation. Review of Educational Research, 46, 407-441
    Shields, D. J. (2006). Causes of math anxiety: The student perspective. United States: Pennsylvania.
    Tobias, S. (1985). Test anxiety: Interference, defective skills, and cognitive capacity. Educational Psychologist, 20(3), 135-142.
    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.
    Wigfield, A., & Meece, J. L. (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psychology, 80(2), 210-216.
    Wine, J. (1971). Test anxiety and direction of attention. Psychological Bulletin, 76(2), 92-104.
    Description: 碩士
    國立政治大學
    教育研究所
    94152007
    95
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0094152007
    Data Type: thesis
    Appears in Collections:[Department of Education] Theses

    Files in This Item:

    File Description SizeFormat
    200701.pdf48KbAdobe PDF2901View/Open
    200702.pdf72KbAdobe PDF2838View/Open
    200703.pdf57KbAdobe PDF2979View/Open
    200704.pdf95KbAdobe PDF2978View/Open
    200705.pdf134KbAdobe PDF21500View/Open
    200706.pdf217KbAdobe PDF21937View/Open
    200707.pdf198KbAdobe PDF21198View/Open
    200708.pdf365KbAdobe PDF21378View/Open
    200709.pdf124KbAdobe PDF21047View/Open
    200710.pdf162KbAdobe PDF21652View/Open
    200711.pdf70KbAdobe PDF21241View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    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 ©   - Feedback