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題名:學生知覺教師期望、能力信念、實用價值與內在價值對臺灣八年級學生數理成就之影響:以TIMSS 2011多層次結構方程式模型為例
作者:陳敏瑜
作者(外文):Chen, Min-Yu
校院名稱:臺北市立大學
系所名稱:教育學系
指導教授:游錦雲
學位類別:博士
出版日期:2015
主題關鍵詞:多層次結構方程式模型次級資料分析國際數學與科學成就趨勢調查期望價值理論數理成就multilevel structural equation modelsecondary data analysisTIMSS 2011expectancy-value theorymath and science achievement
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本研究旨在瞭解影響臺灣八年級學生數學成就和科學成就表現的重要因素。由於人類行為是複雜且多層次的,除了受到個人因素的影響,也會受到環境脈絡效果的作用。因此,本研究使用多層次結構方程式模型(MSEM)為研究方法,採用期望價值理論為架構,以國際數學與科學成就趨勢調查(TIMSS)2011年臺灣八年級學生資料為樣本,先進行學生知覺教師期望、能力信念、實用價值與內在價值構面,及相關題項的信效度分析,接續建構影響臺灣八年級學生數學和科學成就之多層次結構方程式模型,掌握學生層次(學生知覺教師期望、能力信念、實用價值、內在價值)及班級層次(班級知覺教師期望、班級能力信念、班級實用價值、班級內在價值)重要變項之影響力,以及探究能力信念在學生知覺教師期望與學業成就之間的中介效果。最後,檢驗能力信念、實用價值與內在價值之間的交互作用對數學成就和科學成就之影響。
本研究的發現如下:
一、學生知覺教師期望、能力信念、實用價值與內在價值四因素的測量模型在學生層次具有良好資料適配度。
二、學生層次和班級層次的結構模型有差異。
三、能力信念在學生知覺教師期望與數理成就之間扮演中介的角色。
四、學生層次的分析,數學和科學都呈現學生能力信念對學生學業成就的直接效果最大;班級層次的分析,數學和科學同樣是班級能力信念對班級學業成就的直接影響力最大。
五、能力信念、實用價值與內在價值的交互作用存在數學科,解釋量雖小但仍值得注意。
本研究依據研究結果提供建議,以供實務應用及未來研究之參考。
The major purpose of the study was to discover the factors that contribute to math and science achievement. Because human behavior is complicated and multilevel in nature, it is influenced by individual-level factors and contextual effects. Based on EVT, our study used multilevel structural equation model (MSEM) and trends in mathematics and science study (TIMSS) 2011 data to investigate the reliability and validity of items relating to perception of teachers’ expectations, ability beliefs, utility value, and intrinsic value, apply MSEM to explore the student-level and class-level structures, and test the mediation effects of ability belief between students’ perception of teachers’ expectations and math and science achievement of eighth graders in Taiwan. Furthermore, our study examined the latent interaction among ability, utility value, and intrinsic value.
The results of the study were summarized as follows: (1) These factors of students’ perception of teachers’ expectations, ability beliefs, utility value, intrinsic value and their corresponding items all possessed strong reliability and validity. (2) The structural model of student-level and class-level were different. (3) Ability belief mediated students’ perception of teachers’ expectations and math and science achievement. (4) The student-level of ability belief had the strongest positive effect on student math and science achievement; the class-level of ability belief had positive effect on class math and science achievement. (5) The latent interaction among ability, utility value, and intrinsic value in math was small but still can be considered meaningful, and the latent interaction in science had no statistically significant effect on science achievement.
Finally, based on the results, this study provided some suggestions for practical applications and future research.
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