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題名:學習興趣和自信對中年級學生數學成就成長率的影響
書刊名:臺灣數學教育期刊
作者:張凌嘉
作者(外文):Chang, Ling-chia
出版日期:2021
卷期:8:2
頁次:頁77-106
主題關鍵詞:階層線性成長模式數學成就學習自信學習興趣縱貫性研究Hierarchical linear growth modelMathematics achievementLearning confidenceLearning interestsLongitudinal study
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(1) 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:1
  • 共同引用共同引用:65
  • 點閱點閱:2
期刊論文
1.陳敏瑜、游錦雲(20130900)。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。教育科學研究期刊,58(3),153-186。new window  延伸查詢new window
2.李君柔、王美娟(20130500)。個人特質、家庭環境、教師教學與學校背景對八年級學生數學成就之影響。臺北市立教育大學學報.教育類,44(1),51-83。new window  延伸查詢new window
3.龔心怡、李靜儀(20161200)。國中學生數學自我概念與數學學業成就相互效果模式之縱貫研究--性別差異與城鄉差距之觀點。科學教育學刊,24(特刊),511-536。new window  延伸查詢new window
4.余民寧、翁雅芸、張靜軒(20180300)。數理科學的學習動機有性別差異嗎?一個來自後設分析的證據。當代教育研究季刊,26(1),45-75。new window  延伸查詢new window
5.曾明基(20171200)。進行多層次建模最小可行的樣本數建議:貝氏模擬取向。教育研究與發展期刊,13(4),1-26。new window  延伸查詢new window
6.Hidi, Suzanne、Renninger, K. Ann(2006)。The Four-Phase Model of Interest Development。Educational Psychologist,41(2),111-127。  new window
7.洪碧霞、林素微(20171200)。認知本位電腦化學習評量系統的應用效益與拓展方向:以攜手計畫課後扶助方案科技化評量系統為例。測驗學刊,64(4),313-339。new window  延伸查詢new window
8.劉春初、王澤宇、陳威仁(20190300)。國民中學學生數學成就表現之跨國比較:以TIMSS為例。測驗學刊,66(1),1-26。new window  延伸查詢new window
9.Arens, A. K.、Frenzel, A. C.、Goetz, T.(2022)。Self-concept and self-efficacy in math: Longitudinal interrelations and reciprocal linkages with achievement。The Journal of Experimental Education,90(3),615-633。  new window
10.Degol, J. L.、Wang, M. T.、Zhang, Y.、Allerton, J.(2018)。Do growth mindsets in math benefit females? Identifying pathways between gender, mindset, and motivation。Journal of Youth and Adolescence,47(5),976-990。  new window
11.Eccles, J. S.、Wigfield, A.(2020)。From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation。Contemporary Educational Psychology,61,(101859)1-(101859)13。  new window
12.Gaspard, H.、Lauermann, F.、Rose, N.、Wigfield, A.、Eccles, J. S.(2020)。Cross-domain trajectories of students' ability self-concepts and intrinsic values in math and language arts。Child Development,91(5),1800-1818。  new window
13.Gnambs, T.、Hanfstingl, B.(2016)。The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction。Educational Psychology,36(9),1691-1705。  new window
14.Lee, J.、Stankov, L.(2018)。Non-cognitive predictors of academic achievement: Evidence from TIMSS and PISA。Learning and Individual Differences,65,50-64。  new window
15.Marsh, H. W.、Pekrun, R.、Murayama, K.、Arens, A. K.、Parker, P. D.、Guo, J.、Dicke, T.(2018)。An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years。Developmental Psychology,54(2),263-280。  new window
16.Marsh, H. W.、Pekrun, R.、Parker, P. D.、Murayama, K.、Guo, J.、Dicke, T.、Arens, A. K.(2019)。The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies。Journal of Educational Psychology,111(2),331-353。  new window
17.Pajares, F.、Usher, E. L.(2008)。Self-efficacy, motivation, and achievement in school from the perspective of reciprocal determinism。Advances in Motivation and Achievement,15,391-423。  new window
18.Ryan, Richard M.、Deci, Edward L.(2020)。Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions。Contemporary Educational Psychology,61,(101860)1-(101860)31。  new window
19.Schunk, D. H.、DiBenedetto, M. K.(2020)。Motivation and social cognitive theory。Contemporary Educational Psychology,60。  new window
20.Sewasew, D.、Schroeders, U.、Schiefer, I. M.、Weirich, S.、Artelt, C.(2018)。Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7。Contemporary Educational Psychology,54,55-65。  new window
21.Soland, J.(2019)。Modeling academic achievement and self-efficacy as joint developmental processes: Evidence for education, counseling, and policy。Journal of Applied Developmental Psychology,65。  new window
22.Anderman, E. M.(2020)。Achievement motivation theory: Balancing precision and utility。Contemporary Educational Psychology,61。  new window
23.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
24.余民寧、韓珮華(20090300)。教學方式對數學學習興趣與數學成就之影響:以TIMSS 2003臺灣資料為例。測驗學刊,56(1),19-48。new window  延伸查詢new window
學位論文
1.高若喬(2021)。國小六年級學生平面幾何素養表現與影響因素調查研究(碩士論文)。國立臺中教育大學。  延伸查詢new window
圖書
1.Organisation for Economic Co-operation and Development(2013)。PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy。Paris:OECD。  new window
2.張芳全(2010)。多層次模型在學習成就之研究。臺北市:心理出版社。  延伸查詢new window
3.Lord, F. M.(1980)。Applications of Item Response Theory to Practical Testing Problems。New York, NY:Routledge。  new window
4.Bandura, Albert(1986)。Social foundations of thought and action: A social cognitive theory。Prentice-Hall, Inc.。  new window
5.Mullis, I. V. S.、Martin, M. O.、Foy, P.、Kelly, D. L.、Fishbein, B.(2020)。TIMSS 2019 international results in mathematics and science。TIMSS & PIRLS International Study Center, Boston College。  new window
6.Heck, R. H.、Thomas, S. L.(2020)。An introduction to multilevel modeling techniques: MLM and SEM approaches。Routledge。  new window
7.Deci, Edward L.、Ryan, Richard M.(1985)。Intrinsic motivation and self-determination in human behavior。Plenum Press。  new window
8.Raudenbush, S. W.、Bryk, A.、Cheong, Y. F.、Congdon, R.、Du Toit, M.(2011)。HLM 7: Linear and nonlinear modeling。Scientific Software International。  new window
9.Raudenbush, Stephen W.、Bryk, Anthony S.(2002)。Hierarchical Linear Models: Applications and Data Analysis Methods。Thousand Oaks, CA:Sage Press。  new window
其他
1.彭富源(20201208)。臺灣參加國際數學與科學教育成就趨勢調查(TIMSS 2019)成果發表,https://www.k12ea.gov.tw/News/K12eaNewsDetail?filter=9F92BBB7-0251-4CB7-BF06-82385FD996A0&id=65befb59-246b-4445-ba8e-215307f5077d, 。  延伸查詢new window
圖書論文
1.Deci, E. L.、Moller, A. C.(2005)。The concept of competence: A starting place for understanding intrinsic motivation and self-determined extrinsic motivation。Handbook of competence and motivation。New York, NY:Guilford Press。  new window
2.陳冠銘、任宗浩(2018)。TIMSS 2015的評量架構。國際數學與科學教育成就趨勢調查2015國家報告。臺北市:國立臺灣師範大學科學教育中心。  延伸查詢new window
3.林碧珍(2018)。四年級學生數學成就及相關因素探討。國際數學與科學教育成就趨勢調查2015國家報告。師大科教中心。  延伸查詢new window
4.張俊彥、任宗浩、李哲迪、林碧珍、張美玉、曹博盛、楊文金(2018)。結論與建議。國際數學與科學教育成就趨勢調查2015國家報告。師大科教中心。  延伸查詢new window
5.曹博盛(2018)。八年級學生數學成就及相關因素探討。國際數學與科學教育成就趨勢調查2015國家報告。師大科教中心。  延伸查詢new window
6.Dweck, C. S.(2007)。Is math a gift? Beliefs that put females at risk。Why aren't more women in science?: Top researchers debate the evidence。American Psychological Association。  new window
7.Hooper, M.、Mullis, I. V. S.、Martin, M. O.(2013)。TIMSS 2015 context questionnaire framework。TIMSS 2015 assessment frameworks。TIMSS & PIRLS International Study Center, Boston College。  new window
 
 
 
 
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