English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113656/144643 (79%)
Visitors : 51756614      Online Users : 516
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
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    政大機構典藏 > 教育學院 > 教育學系 > 學位論文 >  Item 140.119/33000
    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/33000


    Title: 國中生數學自我概念、自我效能與成就關係之探討: 以PISA2003香港資料為例
    The Relationship among Self-Concept, Self-Efficacy, and Performance in Mathematics: The PISA 2003 Hong Kong Data
    Authors: 盧玟伶
    Lu, Wen-Ling
    Contributors: 邱美秀
    Chiu, Mei-Shiu
    盧玟伶
    Lu, Wen-Ling
    Keywords: 交叉驗證
    中介變項
    PISA資料庫
    自我概念
    自我成就
    數學成就
    cross validation
    mediation
    PISA database
    self-concept
    self-efficacy
    mathematics achievement
    Date: 2007
    Issue Date: 2009-09-17 15:03:33 (UTC+8)
    Abstract: 本研究目的,在利用PISA 2003資料庫為例,分辨數學自我概念、自我效能與數學成就關係之模式的建構。本研究選香港為研究對象,以參加PISA 2003的4402名香港的15歲學生為樣本來進行本研究。本研究運用探索性因素分析(EFA)檢視自我概念與自我效能之測量指標的信效度。分析結果顯示,「自我概念」與「自我效能」的測量模式的建構達良好的信效度。另一研究結果顯示,學生數學自我概念對數學成就之間沒有直接的影響效果,但會透過數學自我效能此中介變項,而產生對數學成就的間接影響效果。此外,在雙交叉驗證方面,顯示研究二組樣本具有交叉效度,研究模式之接受性均相當高。
    The purpose of this study was to examine the relationship among self-concept, self-efficacy, and performance in mathematics. The PISA 2003 Hong Kong data was used as an example. There were 4402 15-year-old participants in this survey. Explore factor analysis was used to identify the good measurement models of self-concept and self-efficacy in PISA 2003. The results showed that the measurement models had high reliability and validity. The other result showed self concept had no direct effects on the mathematics achievement. But under the mediation of the mediator, such as self-efficacy, there was indirect effect on the mathematics achievement. Analysis also showed that the two sets of samples have presented cross validity, the research model is highly acceptable.
    Reference: Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
    Bandura, A. (1977). Social learning theory. Prentice-Hall, Englewood Cliffs, NJ.
    Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Englewood Cliffs, NJ.
    Bandura, A. (1997). Self-efficacy: The exercise of control, freeman. New York.
    Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598.
    Betz, N. E., & Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behaviour, 23, 329-345.
    Bong, M. (1997). Generality of academic self-efficacy judgments: Evidence of hierarchical relations. Journal of Educational Psychology, 89(4), 696-709.
    Bong, M., & Skaalvik E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1-40.
    Browne, M. W., & Cudeek, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newburry Park, CA: Sage.
    Browne, M. W., & Cudeck, R. (1989). Single sample cross validation indices for covariance structures. Multivariate Behavioral Research, 24(4),445-455.
    Byrne, B. M., & Shavelson, R. J. (1986). On the structure of adolescent self-concept. Journal of Educational Psychology, 78, 474-481.
    Choi, N. (2005). Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the schools, 42(2), 197-205.
    Cooley, C. H. (1920). Human nature and social order. New York: Scribner’s.
    Feltz, D. L. (1982). Path analysis of the causal elements in Bandura’s theory of self-efficacy and an anxiety-based model of avoidance behaviour. Journal of Personality and Social Psychology, 42, 764-781.
    Guarino, A. J. (2004). A comparison of first and second generation multivariate analyses: Canonical correlation analysis and structural equation modelling. Florida Journal of Educational Research, 42, 22-40.
    Lent, R. W., & Brown, S. D. (1997). Discriminant and predicative validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy. Journal of Counseling Psychology, 44(3), 307-315.
    Lent, R. W., Brown, S. D., & Larkin K. C. (1986). Self-efficacy in the prediction of academic performance and perceived career options. Journal of Counseling Psychology, 33(3), 265-269.
    Locke, E. A., Frederick, E., Lee, C., & Bobko, P. (1984). Effect of self-efficacy, goals, and task strategies on task performance. Journal of Applied Psychology, 69(2), 241-251.
    Rogers, C. (1951). Client-centered therapy. Boston: Houghton Mifflin.
    Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/mathematic performance correspondence. Journal for Research in Mathematics Education, 20, 263-271.
    Hair, J. F., Anderson, R. E., Tatham, R. L., & Black W. C. (1998). Multivariate data analysis (5th ed.). Upper Saddle River, NJ; London: Prentice-Hall.
    Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87-97.
    Hensley, W. E. (1992). The theoretical intersection of the looking-glass-self and social penetration. Paper presented at the Annual Meeting of the Speech Communication Association, Chicago. (ERIC Document Reproduction Service No.ED351742)
    House, J. D (2006). Mathematics beliefs and achievement of elementary school students in Japan and the United States: Results from the Third International Mathematics and Science study. The Journal of Genetic Psychology, 167(1), 31-45.
    Huang, F. M (2003). Structural equation modelling. Taipei: WuNan. (In Chinese)
    Joreskog, K. G., & Sorbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International.
    Kelloway, E. K. (1998). Using LISREL for structural equation modelling. UK: SAGE.
    Kiamanesh, A. R., Hejazi, E., & Esfahani, Z. N. (2004). The role of math self-efficacy, math self-concept, perceived usefulness of mathematics and math anxiety in math achievement. Retrieved April, 1, 2007, from http://self.uws.edu.au/Conferences/2004_Kabiri_Kiamenesh.pdf
    Klassen, R. (2004). A cross-cultural investigation of efficacy beliefs of South Asian immigrant and Anglo Canadian non immigrant early adolescents. Journal of Educational Psychology, 96 (4), 731-742.
    Krbavac, M. (2006). Examining an instructional strategy: Relationships between feedback, performance, and self-efficacy in a first-year mathematics course. Paper presented at the Annual Meeting of AERA.
    Marat, D. (2005). Assessing mathematics self-efficacy of diverse students from secondary schools in Auckland: Implications for academic achievement. Issues In Educational Research, 15(1), 37-68.
    Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-969.
    Marsh, H. W. (1990a). A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review, 2(2), 77-170.
    Marsh, H. W. (1990b). Causal order of academic self-concept and academic achievement: A multi-wave, longitudinal panel analysis. Journal of Educational Psychology, 82(4), 46-56.
    Marsh, H. W. (1990c). The structure of academic self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82, 623-636.
    Marsh, H. W. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80(3), 366-380.
    Marsh, H. W., Carins, L., Relich, J. D., Barnes, J., & Debus, R. (1984). The relationship between dimensions of self-attribution and dimension of self-concept. Journal of Educational Psychology, 76, 3-32.
    Marsh, H. W., Kong, C. K., & Hau, K. T. (2000). Longitudinal multilevel models of the Big-Fish-Little-Pond effect on academic self-concept: Counterbalancing contrast and reflected-glory effects in Hong Kong schools. Journal of Personality and Social Psychology, 78(2), 337-349.
    Marsh, H. W., & Yeung, A. S. (1997). Coursework selection: Relations to academic self-concept and achievement. American Educational Research Journal, 34(4), 691-720.
    Miller, M.B. (1995). Coefficient alpha: A basic introduction from the perspectives of classical test theory and structural equation modeling. Structural Equation Modeling, 2(3), 255-273.
    Mead, G. H. (1934). Mind, self and society. Chicago: University of Chicago Press.
    Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counselling Psychology, 38, 30-38.
    Organization for Economic Cooperation and Development (2003). The PISA 2003 assessment framework – Mathematics, Reading, Science and Problem solving knowledge and skills. Paris: Author.
    Organization for Economic Cooperation and Development (1996). Lifelong learning for all. Paris: Author.
    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(2), 193-203.
    Pajares, F., & Miller, M. D. (1995). Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. Journal of Counseling Psychology, 42, 190-198.
    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.
    Reuben, M. B., & David, A. K. (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.
    Scheirer, M. A., & Kraut, R. E. (1979). Increasing educational achievement via self concept change. Review of Educational Research, 49, 131-150.
    Schunk, D. H. (1981). Modeling and attributional effects on children’s achievement: A self-efficacy analysis. Journal of Educational Psychology, 73(1), 93-105.
    Schunk, D. H. (1984). Self-efficacy perspective on achievement behaviour. Educational Psychologist, 19, 48-58.
    Schunk, D.H., Hanson, A. R. (1985). Peer models: Influence on children’s self-efficacy and achievement. Journal of Educational Psychology, 77, 313-322.
    Shavelson, R. J., & Bolus, R. (1982). Self-concept: The interplay of theory and methods. Journal of Educational Psychology, 74, 3-17.
    Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretation. Review of Educational Research, 46, 407-441.
    Skaalvik, E. M. (1990). Gender differences in general academic self-esteem and in success expectations on defined academic problems. Journal of Educational Psychology, 82, 593-598.
    Skaalvik, E. M., & Hagtvet, K. A. (1990). Academic achievement and self-concept: An analysis of casual predominance in a developmental perspective. Journal of Personality and Social Psychology, 58, 292-307.
    Skaalvik, E. M., & Skaalvik S. (2006). Self-concept and self-efficacy in mathematics: Relation with mathematics motivation and achievement. Paper presented at the 7th International Conference of the Learning Sciences.
    Statistic Canada (2003). Measuring up: Canadian results of the OECD PISA study. Ottawa: Author.
    Strein, W. (1993). Advances in research on academic self-concept: Implication for school psychology. School Psychology Review, 22(2), 273-284.
    Randhawa, B. S., Beamer, J. E., & Lundberg, I. (1993). Role of mathematics self-efficacy in the structural model of mathematics achievement. Journal of Educational Psychology, 85, 41-48.
    Wood, R. E., & Locke, E. A. (1987). The relation of self-efficacy and grade goals to academic performance. Educational and Psychological Measurement, 47, 1013-1024.
    Yu, M. L. (2006). Latent variable models: the application of SIMPLIS. Taipei: Higher Education Press. (In Chinese)
    Description: 碩士
    國立政治大學
    教育研究所
    94152033
    96
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0094152033
    Data Type: thesis
    Appears in Collections:[教育學系] 學位論文

    Files in This Item:

    File Description SizeFormat
    203301.pdf56KbAdobe PDF2965View/Open
    203302.pdf122KbAdobe PDF2820View/Open
    203303.pdf99KbAdobe PDF2908View/Open
    203304.pdf29KbAdobe PDF2834View/Open
    203305.pdf57KbAdobe PDF2973View/Open
    203306.pdf109KbAdobe PDF28712View/Open
    203307.pdf45KbAdobe PDF21433View/Open
    203308.pdf146KbAdobe PDF21105View/Open
    203309.pdf52KbAdobe PDF21016View/Open
    203310.pdf53KbAdobe PDF21782View/Open
    203311.pdf46KbAdobe PDF21049View/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