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

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題名:	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
作者:	謝書旻;Hsieh,Shu-Ming
貢獻者:	數學系
關鍵詞:	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
日期:	2014-01-22
上傳時間:	2014-04-02 15:50:19 (UTC+8)
出版者:	國立中央大學
摘要:	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、學習策略之間的關係以及對於數學學習成就的影響。本研究以中央大學101學年度微積分聯合教學的管理學院大一新生為施測對象，共329位學生參與測試，採用問卷量表來測量大學生的自我效能、成就目標、考試焦慮及學習策略，並透過信度及效度的分析，得知本研究施測問卷具有良好的信度、效度。依據文獻探討建構出自我效能、成就目標及考試焦慮、學習策略與數學學習成就之間互相影響的模型，並使用結構方程模式(SEM)進行分析。本研究結果顯示：學生的自我效能會直接正向影響精通目標、表現趨向目標、直接負向影響表現逃避目標以及正向間接影響數學學習成就。成就目標理論中的精通目標透過學習策略間接正向影響數學學習成就；逃避目標透過考試焦慮間接負向影響數學學習成就；表現趨向目標會直接正向影響數學學習成就。而學生面對考試時所產生的考試焦慮則會直接負向影響數學學習成就，學習策略則是會直接正向影響數學學習成就。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.
顯示於類別:	[數學研究所] 博碩士論文

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