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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/63555

    Title: 自我效能、成就目標、考試焦慮、學習策略對數學學習成就的影響- 以中央大學微積分聯合教學為例;Self-efficacy, Achievement goal theory, Test anxiety and Learning Strategies for Mathematic Achievement─ A Study of The United Classes of Calculus at NCU
    Authors: 謝書旻;Hsieh,Shu-Ming
    Contributors: 數學系
    Keywords: 自我效能;成就目標;考試焦慮;學習策略;數學學習成就;結構方程模式;self-efficacy;achievement goal theory;test anxiety;learning strategies;mathematic achievement
    Date: 2014-01-22
    Issue Date: 2014-04-02 15:50:19 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 本研究主要目的為探討大學生的自我效能、成就目標和考試焦慮、學習策略
    學習成就。最後,根據研究結果提出對數學教育及未來研究的建議。; The purpose of this study is to investigate the relationships among self-efficacy,
    achievement goal, test anxiety, learning Strategies , and the influences of these factors on
    the mathematic achievement for the students in university. This study is based on Joint
    Teaching Calculus system which created by National Central University with sample of
    329 freshmen who enrolled in Calculus course in Department of Management, and it
    measures the self-efficacy, achievement goal, test anxiety and learning strategies using
    designed questionnaire. The reliability and validity analysis were used in developing
    questionnaire to ensure it is an adequate reliability and validity measure.
    Constructing self-efficacy, achievement goal, test anxiety and learning strategies and
    the influences on the mathematic academic achievement were discussed in several
    literatures and were analyzed by Structural Equation Modeling (SEM). In this study, the
    result indicates that (1) Self-efficacy has a direct positive effect on mastery-approach goal and
    performance-approach goal; non-direct positive effect on mathematic achievement, but
    direct negative influence toward performance-avoidance goal.
    (2) Mastery-approach goal has a direct positive effect on mathematic achievement when
    learning strategies were used;performance-avoidance goal has non-direct negative
    influence toward mathematic achievement when subject facing test anxiety;
    performance-approach goal has a direct positive effect on mastery-approach goal.(3) Test anxiety exerted significant direct negative effect on mathematic achievement.
    (4) Learning strategies has a direct positive effect on mathematic achievement.Finally, this
    study provided implications for mathematics education and suggestions for future research.
    Appears in Collections:[數學研究所] 博碩士論文

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