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題名：以SEM檢定影響數學成就因素：亞洲四小龍國二生參與TIMSS 2003的資料為例
書刊名：教育行政論壇. 屏東教育大學
作者：張芳全 引用關係
作者(外文)：Chang
出版日期：2010
卷期：2:2
頁次：頁1-33
主題關鍵詞：國際數學與科學教育成就趨勢調查；數學成就；The trend in international mathematics and science study；TIMSS；Mathematics achievement
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(8) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:330
  • 點閱點閱:78
本研究以亞洲四小龍國二學生參加TIMSS 2003 年的資料，來探討學生家庭文化資本、學生在數學信念、在校課堂學習與數學成就之間的關係。本研究以學生家庭文化資本（因素一）、學生在數學信念（因素二）、在校課堂學習（因素三）為潛在自變項，以數學成就為潛在依變項。本研究以結構方程式模型檢定它們之間關係。檢定模式適配度以卡方值、GFI、AGFI、IFI、CFI、PGFI、NNFI、RMR、RMSEA、CN、Q 圖作為評鑑模式指標。研究發現，除了卡方值、RMR、RMSEA及Q 圖之外，其餘適配指標大致符合。顯示：影響亞洲四小龍的數學成就因素最重要的是學生數學信念，其次為學生家庭文化資本與在校課堂學習。針對上述結果，提出建議。
Data from the Trend in International Mathematics and Science Survey of 2003 (TIMSS 2003) were used to investigate variables that predicted mathematics achievement in grade 8 in four Asian countries. Our latent independent variables were discriminated to three dimensions, that is, students' family cultural capital factors (factor 1), students' belief in mathematics (factor 2), students' learning mathematics in school (factor 3). And the latent dependent variance is mathematics achievement. Our study used Structural Equation Modeling (SEM) to test four models. In the study it employed some indices to test the model fitted, and these indices included the χ2 value, GFI, AGFI, IFI, CFI, PGFI, NNFI, RMR, RMSEA, CN, Q-plot. By testing the model, it found that the model's data based on those indices that were fitted better. That is, χ2 value, RMR, RMSEA, and Q-plot were not fitted, and more indices were fitted better. It meant that those factors were significantly influenced on mathematics achievement, and the students' belief in mathematics is an important factor, and students' family cultural capital and students' learning in school are also significant. From these findings, some suggestions were given.
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學位論文
1.鄭心怡(2004)。教育指標與經濟指標對學業成就影響之國際比較：以TIMSS為例(碩士論文)。國立台北師範學院。  延伸查詢new window
2.Lee, T. Y.(1987)。The relationships of achievement, instruction, and family background to the elementary school science achievement in the Republic of China(博士論文)。Ohio State University。  new window
3.羅珮華(2004)。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(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
4.何美瑤(2001)。國中生家庭結構、學業成就與偏差行為之研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
5.吳琪玉(2004)。探討我國八年級學生在TIMSS 1999與TIMSS 2003數學與科學之表現(碩士論文)。國立臺灣師範大學。  延伸查詢new window
6.黃文俊(2004)。家庭環境、文化資本與國小學生學業成就之相關研究(碩士論文)。國立嘉義大學，嘉義市。  延伸查詢new window
7.陳麗妃(2005)。TIMSS 2003國二年級學生背景、家庭環境、科學興趣、自信與數學成就關係之比較分析：以七國為例(碩士論文)。新竹師範學院。  延伸查詢new window
圖書
1.Martin, M. O.(2004)。TIMSS 2003 user guide for the international database。Boston：TIMSS & PIRLS International Study Center。  new window
2.International Association for the Evaluation of Educational Achievement(2003)。TIMSS: Assessment frameworks and specifications 2003。Boston College。  new window
3.NCES(2004)。TIMSS 2003 user guide for the international database。USA Department and Education, National Center for Education Statistics。  new window
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圖書論文
1.Wilkins, J. L. M.、Zembylas, M.、Travers, K. J.(2002)。Investigating correlates of mathematics and science literacy in the final year of secondary school。Secondary analysis of the TIMSS results: A synthesis of current research。Boston, MA：Kluwer Academic。  new window
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