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題名:以TIMSS資料檢視能力信念與任務價值對臺灣八年級學生數學成就之影響
書刊名:教育科學研究期刊
作者:陳敏瑜游錦雲 引用關係
作者(外文):Chen, Min-yuYu, Ching-yun
出版日期:2013
卷期:58:3
頁次:頁153-186
主題關鍵詞:多群組結構方程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學成就Multiple-group structural equation modelingSecondary data analysisTIMSSExpectancy-value theoryMathematical achievements
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(14) 博士論文(3) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:13
  • 共同引用共同引用:46
  • 點閱點閱:76
期刊論文
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2.Simpkins, S. D.、Davis-Kean, P. E.、Eccles, J. S.(2006)。Math and science motivation: A longitudinal examination of the links between choices and belief。Developmental Psychology,42(1),70-83。  new window
3.Chouinard, R.、Karsenti, T.、Roy, N.(2007)。Relations among competence beliefs, utility value, achievement goals, and effort in mathematics。British Journal of Educational Psychology,77(3),501-517。  new window
4.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。  new window
5.Eccles, J. S.、Wigfield, A.(1995)。In the mind of the achiever: The structure of adolescents, academic achievement-related beliefs and self-perceptions。Personality and Social Psychology Bulletin,21,215-225。  new window
6.Eklöf, H.(2007)。Test-taking motivation and mathematics performance in TIMSS 2003。International Journal of Testing,7,311-326。  new window
7.Fan, W.(2011)。Social influences, school motivation and gender differences: An application of the expectancy-value theory。Educational Psychology,31(2),157-175。  new window
8.Fan, W.、Lindt, S. F.、Arroyo-Giner, C. A.、Wolters, C. A.(2009)。The role of social relationships in promoting student academic self-efficacy and MIMIC approaches to assess factorial mean invariance。International Journal of Applied Educational Studies,5(1),34-53。  new window
9.Hong, S.、Malik, M. L.、Lee, M.(2003)。Testing configural, metric, scalar, and mean invariance across genders in sociotropy and autonomy using a non-Western sample。Educational and Psychological Measurement,63(4),636-654。  new window
10.Jacobs, J. E.(2005)。Twenty-five years of research on gender and ethnic differences in math and science career choices: What have we learned?。New Directions for Child and Adolescent Development,110,85-94。  new window
11.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,73,509-527。  new window
12.Liu, E. Z. F.、Lin, C. H.(2010)。The survey study of mathematics motivated strategies for learning questionnaire (MMSLQ) for grade 10-12 Taiwanese students。The Turkish Online Journal of Educational Technology,9(2),221-233。  new window
13.Ma, X.、Cartwright, F.(2003)。A longitudinal analysis of gender differences in affective outcomes in mathematics during middle and high school。School Effectiveness and School Improvement,14(4),413-439。  new window
14.Marsh, H. W.、Craven, R. G.、Debus, R. L.(1998)。Structure, stability, and development of young children's self-concepts: A multicohort-multioccasion study。Child Development,69(4),1030-1053。  new window
15.Skaalvik, S.、Skaalvik, E. M.(2004)。Gender differences in math and verbal self-concept, performance expectations, and motivation。Sex Roles,50(3/4),241-252。  new window
16.Wang, J.(2001)。TIMSS primary and middle school data: Some technical concerns。Educational Researcher,30(6),17-21。  new window
17.Werts, C. E.、Rock, D. A.、Linn, R. L.、Joreskog, K. G.(1976)。Testing the equality of within and/or between groups partial correlations。American Statistician,30,101-102。  new window
18.Wigfield, A.、Eccles, J. S.(2000)。Expectancy-value theory of motivation。Contemporary Educational Psychology,25(1),68-81。  new window
19.Zhu, X.、Sun, H.、Chen, A.、Ennis, C.(2012)。Measurement invariance of expectancy-value questionnaire in physical education。Measurement in Physical Education and Exercise Science,16(1),41-54。  new window
20.Eccles, J. S.、Adler, T.、Meece, J.(1984)。Sex differences in achievement: A test of alternative theories。Journal of Personality and Social Psychology,46(1),26-43。  new window
21.Wigfield, A.、Eccles, J. S.、Yoon, K. S.、Harold, R. D.、Arbreton, A. J. A.、Freedman-Doan, C.、Blumenfeld, P. C.(1997)。Change in children's competence beliefs and subjective task values across the elementary school years: a 3-year study。Journal of Education Psychology,89(3),451-469。  new window
22.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。  new window
23.林志哲(20071200)。以結構方程模式驗證期望、價值與數學成就的關係。教育學刊,29,103-127。new window  延伸查詢new window
24.Wigfield, Alan(1997)。Reading motivation: A domain-specific approach to motivation。Educational Psychologist,32(2),59-68。  new window
25.詹俊成、陳素青(20110900)。臺北市高中職學生體育課班級氣氛與學習動機對學習滿意度之影響。體育學報,44(3),437-457。new window  延伸查詢new window
26.Wilkins, J. L. M.(2004)。Mathematics and science self-concept: An international investigation。The Journal of Experimental Education,72(4),331-346。  new window
27.林章榜(20070900)。運動教育模式對提昇運動期望與價值信念之研究。體育學報,40(3),115-127。new window  延伸查詢new window
28.Watt, Helen M. G.(2004)。Development of adolescents' self-perceptions, values, and task perceptions according to gender and domain in 7th- through 11th-grade Australian students。Child Development,75(5),1556-1574。  new window
29.Marsh, H. W.(1996)。Positive and negative global self-esteem: A substantively meaningful distinction or artifactors?。Journal of Personality and Social Psychology,70(4),810-819。  new window
30.簡晉龍、任宗浩、張淑婷(20080900)。跨學科間自我概念與學業成就路徑模式之檢驗--整合模式在數學和科學領域的適用性。教育心理學報,40(1),107-126。new window  延伸查詢new window
31.Eccles, Jacquelynne S.、Wigfield, Allan、Harold, Rena D.、Blumenfeld, Phyllis B.(1993)。Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School。Child Development,64(3),830-847。  new window
32.Harter, S.(1978)。Effectance Motivation Reconsidered: Toward a Developmental Model。Human Development,21(1),34-64。  new window
33.Little, Todd D.(1997)。Mean and Covariance Structures (MACS) Analyses of Cross-Cultural Data: Practical and Theoretical Issues。Multivariate Behavioral Research,32(1),53-76。  new window
34.Eccles, Jacquelynne S.、Wigfield, Allan(2002)。Motivational Beliefs, Values, and Goals。Annual Review of Psychology,53(1),109-132。  new window
35.Anderson, James C.、Gerbing, David W.(1988)。Structural Equation Modeling in Practice: A Review and Recommended Two-Step Approach。Psychological Bulletin,103(3),411-423。  new window
36.Cheung, Gordon W.、Rensvold, Roger B.(2002)。Evaluating goodness-of-fit indexes for testing measurement invariance。Structural Equation Modeling: A Multidisciplinary Journal,9(2),233-255。  new window
37.Atkinson, J. W.(1957)。Motivational Determinants of Risk-Taking Behavior。Psychological Review,64(6, Pt.1),359-372。  new window
38.Shernoff, D. J.、Csikszentmihalyi, M.、Schneider, B.、Shernoff, E. S.(2003)。Student engagement in high school classrooms from the perspective of flow theory。School Psychology Quarterly,18(2),158-176。  new window
39.Bagozzi, Richard P.、Yi, Youjae(1988)。On the Evaluation of Structural Equation Models。Journal of the Academy of Marketing Science,16(1),74-94。  new window
40.Hu, Li-tze、Bentler, Peter M.(1999)。Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives。Structural Equation Modeling: A Multidisciplinary Journal,6(1),1-55。  new window
41.Meredith, W.(1993)。Measurement Invariance, Factor Analysis and Factorial Invariance。Psychometrika,58(4),525-543。  new window
42.Ryan, Richard M.、Deci, Edward L.(2000)。Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions。Contemporary Educational Psychology,25(1),54-67。  new window
43.李濟仲、廖主民(20080900)。期望價值信念與健身運動行為改變階段。中華體育季刊,22(3)=86,57-66。new window  延伸查詢new window
44.Byrne, B. M.、Shavelson, R. J.、Muthén, B.(1989)。Testing for the equivalence of factor covariance and mean structure: The issue of partial measurement invariance。Psychological Bulletin,105(3),456-466。  new window
45.Hu, Li-tze、Bentler, Peter M.(1998)。Fit indices in covariance structure modeling: Sensitivity to underparamenterized model misspecification。Psychological Methods,3(4),424-453。  new window
46.Vandenberg, Robert J.、Lance, Charles E.(2000)。A Review and Synthesis of the Measurement Invariance Literature: Suggestions, Practices, and Recommendations for Organizational Research。Organizational Research Methods,3(1),4-70。  new window
47.Eccles, J.、Wigfield, A.、Flanagan, C.、Miller, C.、Reuman, D.、Yee, D.(1989)。Self-concepts, domain values, and self-esteem: Relations and changes in early adolescence。Journal of Personality,57(2),283-310。  new window
48.Hampton, N. Z.、Mason, E.(2003)。Learning disabilities, gender, sources of efficacy, self-efficacy belief, and academic achievement in high school students。Journal of School Psychology,41(2),101-112。  new window
研究報告
1.Trautwein, U.、Marsh, H. W.、Nagengast, B.、Lüdtke, O.、Nagy, G.、Jonkmann, K.(2012)。Probing for the multiplicative term in modern expectancy-value theory: A latent interaction modeling study。  new window
2.張秋男(2005)。國際數學與科學教育成就趨勢調查 2003 (計畫編號:NSC92-2511-S003-016)。臺北市:國立臺灣師範大學科學教育中心。  延伸查詢new window
3.Olson, J. F.、Martin, M. O.、Mullis, O. V. S.(2008)。TIMSS 2007 technical report。Chestnut Hill, Ma:TIMSS & PIRLS International Study Center, Boston College。  new window
學位論文
1.黃秋華(2007)。從期望價值論驗證數學自我概念、效用性價值與數學成就之結構關係--以PISA2003香港資料為例(碩士論文)。國立政治大學。  延伸查詢new window
圖書
1.House, D. J.(2007)。Effects of science beliefs and instructional strategies on achievement of students in the United States and Korea: Results from the TIMSS 2003 assessment。The Second IEA International Research Conference: Proceedings of the IRC-2006. Volume 1: Trends in International Mathematics and Science Study (TIMSS)。  new window
2.Muthén, L.、Muthén, B.(1998)。Mplus user'€™s guide。Los Angeles, CA:Muthén, L., and Muthén, B.。  new window
3.Nagy, G.、Garrett, J.、Trautwein, U.、Cortina, K. S.、Baumert, J.、Eccles, J. S.(2008)。Gendered high school course selection as a precursor of gendered careers: The mediating role of self-concept and intrinsic value。Gender and occupational outcomes: Longitudinal assessments of individual, social, and cultural influences。Washington, DC:American Psychological Association。  new window
4.Wigfield, A.、Tonks, S.、Klauda, S. L.(2009)。Expectancy-value theory。Handbook of motivation at school。New York, NY:Routledge。  new window
5.Mullis, I. V. S.、Martin, M. O.、Foy, P.、Olson, J. F.、Preuschoff, C.、Erberber, E.、Arora, A.、Galia, J.(2008)。TIMSS 2007 international mathematics report: Findings from IEA's trends in international mathematics and science study at the fourth and eighth grades。Chestnut Hill, MA:TIMSS & PIRLS International Study Center, Boston College。  new window
6.Hatcher, L.(1994)。A step-by-step approach to use the SAS system for factor analysis and structural equation modeling。SAS Institute。  new window
7.Long, J. S.(1983)。Confirmatory Factor Analysis: A Preface to LISREL。Sage。  new window
8.Cohen, J.(1988)。Statistical power and analysis for the behavioral sciences。Hillsdale, NJ:Lawrence Erlbaum Associates。  new window
9.Kline, Rex B.(2005)。Principles and practice of structural equation modeling。New York, NY:Guilford Press。  new window
10.Bentler, P. M.、Wu, E. J. C.(1993)。EQS/Windows user's guide。Los Angeles, CA:BMDP Statistical Software。  new window
11.Bollen, K. A.(1989)。Structural Equations with Latent Variables。New York:John Wiley & Sons。  new window
12.余民寧(2006)。潛在變項模式:SIMPLIS的應用。高等教育。  延伸查詢new window
13.黃芳銘(2004)。社會科學統計方法學:結構方程模式。臺北市:五南圖書出版股份有限公司。  延伸查詢new window
14.Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York:Freeman。  new window
15.Jöreskog, K. G.、Sörbom, D.(1989)。LISREL 7: A Guide to the Program and Application。Chicago, IL:Scientific Software International, Inc.:SPSS Inc。  new window
其他
1.中等教育司(2011)。台灣參與國際學生能力評量計畫(PISA) 2009結果,http://www.edu.tw/news.aspx?news_sn=4113。  延伸查詢new window
2.林換祥Lin, H .-X.,劉聖忠,林素微,李暉(2008)。台灣參加PISA 2006成果報告,http://www.sec. ntnu.edu.tw/PISA/PISA2006/Downloads/PISA_report_[1]。  延伸查詢new window
3.教育廣播電台(2008)。TIMSS 2007結果公布台灣國二生數學國際第1,http://www.ner.gov.tw/index.php?act=culnews&code=view&ids=95654。  延伸查詢new window
4.Kadijevich, D.(2008)。TIMSS 2003: Relating dimensions of mathematics attitude to mathematics achievement (MA),http://www.doiserbia.nb.rs,(10.2298/ZIPI0802327K)。  new window
圖書論文
1.Foy, P.、Galia, J.、Li, I.(2008)。Scaling the data from the TIMSS 2007 mathematics and science assessments。TIMSS 2007 technical report。Chestnut Hill, MA:TIMSS & PIRLS International Study Center, Boston College。  new window
2.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
3.Eccles, J. S.、Adler, T. F.、Futterman, R.、Goff, S. B.、Kaczala, C. M.、Meece, J. L.、Midgley, C.(1983)。Expectancies, values, and academic behaviours。Achievement and achievement motives: psychological and sociological approaches。San Francisco, CA:W. H. Freeman。  new window
4.Wigfield, A.、Eccles, J. S.、Schiefele, U.、Roeser, R. W.、Davis-Kean, P.(2006)。Development of achievement motivation。Handbook of child psychology, Vol. 3: Social, emotional, and personality development。John Wiley & Sons, Inc.。  new window
5.Wigfield, A.、Eccles, J. S.(2002)。The development of competence beliefs, expectancies for success: An achievement values from childhood thought adolescence。The development of achievement。San Diego, CA:Academic Press。  new window
6.Kano, Y.、Azuma, Y.(2003)。Use of SEM programs to precisely measure scale reliability。New developments in psychometrics。Tokyo:Springer Verlag。  new window
 
 
 
 
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