博碩士論文 100127002 詳細資訊




以作者查詢圖書館館藏 以作者查詢臺灣博碩士 以作者查詢全國書目 勘誤回報 、線上人數:50 、訪客IP:18.223.0.53
姓名 洪羿蓁(Yi-chen Hung)  查詢紙本館藏   畢業系所 學習與教學研究所
論文名稱 由I/E模式、大魚小池效應與合併模型檢驗學生學業成就與學業自我概念之結構關係-以TIMSS 2011科學與數學為例
(Examining the relationship between student academic achievement and self-concept in the I/E, BFLPE, and combined models - Evidence from East Asian countries’ data in TIMSS 2011)
相關論文
★ 檢視高中學生科技學習態度、知識信念與學業成就之關係★ 探索機器人學習活動之背景和經驗、動機、 策略與成就相關性:以國小高年級學生為例
★ The Importance of Context for Adolescents’ Motivational Beliefs in Science Learning and their Relationships with Science Achievement: Results from Taiwanese TIMSS Data
檔案 [Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   至系統瀏覽論文 ( 永不開放)
摘要(中) 本研究旨在以內外在參照架構模式(Internal/External frame of reference model,簡稱I/E模式)與大魚小池效應(Big-Fish-Little-Pond Effect,簡稱BFLPE)所合併之合併模型來檢驗東西方五國其四年級與八年級學生的學業成就與學業自我概念之關係。此外,更提出三個容易被大型資料庫研究者所忽略的統計特質,並適當的應用在本研究之統計分析中,以確保研究結果之準確性。資料庫來源為2011年國際數學與科學教育成就趨勢調查(TIMSS 2011),樣本包括四個東方國家: 台灣、日本、香港與南韓;西方國家則以美國作為代表。分析方法包括敘述統計、皮爾森績差相關以及多層次結構方程模型。研究結果發現: (1)相較於美國,東亞國家的學生,普遍在國中階段會比國小階段有著明顯更低的自我概念;(2)美國學生的學業自我概念普遍比東亞國家學生高;(3)整體而言,學生學業成就與自我概念之關係為顯著正向相關,而此關係的強度,八年級皆大於四年級;(4)大多數模型皆符合I/E模式的預測,且大多數國家呈現了八年級的預測力比四年級來的大的趨勢;(5)東西方各國之科學與數學皆出現了顯著的BFLPE,且各國的數學BFLPE程度都比科學來的嚴重、八年級普遍比四年級來的嚴重。最後,本研究根據研究結果提出對教育實務及未來研究的建議。
摘要(英) The aim of this study was to examine the relationship between student achievement and self-concept of science/mathematics by using a combined model consisting of the internal/external frame of reference (I/E) and the big-fish-little-pond effect (BFLPE) models in four high-performing East Asian countries and the USA as a representative Western country. The samples were taken from the Trends in International Mathematics and Science Study (TIMSS) 2011 fourth-grade and eighth -grade student data in Taiwan, Japan, Hong Kong, South Korea, and the USA. Descriptive statistics, Pearson correlation, and multilevel structural equation modeling (MSEM) were used to analyze the relationship between student academic self-concept and academic achievement at different grade levels and in countries with different cultures. The results suggest that the combined model fitted the data well, and most of the predictions of the combined model were supported by the data from the five countries. The self-concept of American students is higher than that of East Asian students. In general, the correlation between achievement and self-concept is positively significant, and this correlation is larger for grade eight students. Furthermore, the results also show that the effects of the BFLPE and the I/E were generally larger for grade eight students and for math. Finally, implications of the findings and suggestions for future research are discussed.
關鍵字(中) ★ 內外在參照架構模式
★ 大魚小池效應
★ TIMSS
★ 多層次結構方程模型
關鍵字(英) ★ the internal/external frame of reference model
★ the big-fish-little-pond effect model
★ TIMSS
★ multilevel structural equation modeling (MSEM)
論文目次 目次 ii
表目次 iv
圖目次 vi
一、緒論 1
1-1 研究動機 1
1-2 研究目的 4
1-3 研究問題 5
1-4 研究限制 5
1-5 主要名詞釋義 6
二、文獻探討 8
2-1 內外在參照架構模式之理論背景、原理與相關研究 8
2-2 大魚小池效應之理論背景、原理與相關研究 12
2-3 國際大型資料庫之統計特質 14
2-4 TIMSS 2011背景、調查施測歷程與評量架構 19
三、研究方法 24
3-1 研究設計 25
3-2 研究對象 26
3-3 研究假設 28
3-4 研究工具 29
3-5 資料蒐集方法 32
3-6 資料分析方法 33
四、研究結果與分析 41
4-1 各國學業成就與自我概念題項之敘述統計 41
4-2 學業成就與學業自我概念之相關分析 50
4-3 多層次結構方程模型分析 51
五、討論與結論 63
5-1 研究結果討論 63
5-2 結論與建議 69
參考文獻 76
附錄 87
參考文獻 中文部分
余民寧 (2006)。潛在變項模式:SIMPLIS的應用。台北市: 高等教育。
余民寧、趙珮晴、許嘉家 (2009)。影響國中小女學生學業成就與學習興趣因素-以台灣國際數學與科學教育成就趨勢調查 (TIMSS) 資料為例。教育資料與研究雙月刊,87,79-104。
吳明隆、張毓仁 (2010)。結構方程模式: 實務應用秘笈。臺北市: 五南。
吳春慧 (2010)。數學和科學領域I/E模式的探討:跨性別之研究。屏東教育大學學報,34,67-82。
邱皓政 (2007)。脈絡變數的多層次潛在變數模式分析:口試評分者效應的多層次結構方程模式應用。中華心理學刊,49(4),383-405。
邱皓政 (2011)。結構方程模式: LISREL/SIMPLIS的原理與應用 (第二版)。台北:雙葉書廊圖書公司。
林碧珍、蔡文煥 (2003)。四年級學生在國際教育成就調查試測的數學成就表現。
科學教育月刊,258,2-21。
侯佩君 (2011)。複雜抽樣調查的資料分析及實務應用-以SAS、STATA為例。調
查研究-方法與應用,25,91-140。
教育部 (2003)。國民中小學九年一貫課程綱要總綱。取自
http://140.111.34.54/files/site_content/B0055/%E7%B8%BD%E7%B6%B1.pdf
教育部 (2008)。普通高級中學課程綱要總綱。取自
http://icerc.tnssh.tn.edu.tw/download/course/970129.pdf
張郁雯 (2008)。對比效應對學業自我概念之影響-發展的觀點。教育心理學報,40(1),23-38。
張春興 (2006)。張氏心理學辭典 (重訂版)。台北市: 東華。
張鈿富、吳慧子、吳舒靜 (2011)。區域文化影響PISA科學表現與科學態度-分析其差異與關聯。教育資料與研究雙月刊,100,125-146。
陳嘉成 (2007)。區別高低分群學生數學成就因素的國際比較-以台灣、南韓、澳洲與賽普勒斯的TIMSS 2003學生背景變項為例。測驗學刊,54(2),377-402。
劉佩艷 (2012)。由量化方法角度再檢視學生科學成就與科學學習信念在使用國
際學生成就大型資料庫時的矛盾關係。行政院國家科學委員會專題研究成果
報告 (編號:NSC100-2511-S-008-021-),未出版。
簡晉龍、任宗浩、張淑婷 (2008)。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。
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 (未
出版之博士論文)。國立臺灣師範大學,台北市。
西文部分
Abu-Hilal, M. M., & Bahri, T. M. (2000). Self-concept: The generalizability of research on the SDQ, Marsh/Shavelson model and I/E frame of reference model to United Arab Emirates students. Social Behavior and Personality, 28, 309-322.
Allison, P. D. (2003). Missing data techniques for structural equation modeling.
Journal of Abnormal Psychology, 112, 545-557.
Bagozzi, R., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the academy of marketing science, 16(1), 74-94.
Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246.
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford.
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
Byrne, B. M. (1984). The general/academic self-concept nomological network: A
review of construct validation research. Review of Educational Research, 54,
427-456.
Byrne, B. M. (2011). Structural equation modeling with Mplus: Basic concepts, applications, and programming. Philadelphia, PA: Taylor and Francis.
Chang, W. C. (2000). In search of the Chinese in all the wrong places? Journal of Psychology in Chinese Society, 1(1), 125-142.
Chen, S.-F., Lin, C.-Y., Wang, J.-R., Lin, S.-W., & Kao, H.-L. (2012). A cross-grade
comparison to examine the context effect on the relationships among family
resources, school climate, learning participation, science attitude, and science
achievement based on TIMSS 2003 in Taiwan. International Journal of Science
Education, 34(14), 2089-2106.
Cheung, W.-L. M., & Au, K. (2005). Applications of multilevel structural equation
modeling cross-cultural research. Structural Equation Modeling, 12(4), 598-619.
Chiu, M. S. (2008). Achievements and self-concepts in a comparison of mathematics
and science: Exploring the internal/external frame of reference model across 28
countries. Educational Research and Evaluation, 14, 235-254.
Chiu, M. S. (2012). The internal/external frame of reference model, big-fish-little-pond effect, and combined model for mathematics and science. Journal of Educational Psychology, 104(1), 87-107.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Eribaum.
Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Hillsdale, NJ: Erlbaum.
Czerniak, C. M., Weber, W. B., Sandmann, A., & Ahern, J. (1999). A literature
review of science and mathematics integration. School Science and Mathematics,
99(8), 421-430.
Farenga, S. J., & Joyce, B. A. (1999). Intentions of young students to enroll in
science courses in the future : An examination of gender differences. Science
Education, 83, 55-75.
Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7,
117-140.
Foy, P., & Olson, J. (2009). TIMSS 2007 international database and user guide. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Goetz, T., Frenzel, A. C., Hall, N. C., & Pekrun, R. (2008). Antecedents of academic
emotions: Testing the internal/external frame of reference model for academic
enjoyment. Contemporary Educational Psychology, 33, 9-33.
Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004).
Predicting high school students’ cognitive engagement and achievement:
Contributions of classroom perceptions and motivation. Contemporary
Educational Psychology, 29, 462-482.
Grewal, R., Cote, J. A., & Baumgartner, H. (2004). Multicollinearity and
measurement error in structural equation models: Implications for theory testing.
Marketing Science, 23(4), 519-529.
Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95(1), 124-136.
Hahs-Vaughn, D. L. (2005). A primer for using and understanding weights with national datasets. The Journal of Experimental Education, 73(3), 221-248.
Hahs-Vaughn, D. L. (2006). Analysis of data from complex samples. International
Journal of Research and Method in Education, 29(2), 165-183.
Hansford, B. C., & Hattie, J. (1982). The relationship between self and achievement/performance measures. Review of Educational Research, 52, 123-142.
Harter, S., Whitesell, R. N., & Kowalski, P. (1992). Individual differences in the effects of educational transitions on young adolescent’s perceptions of competence and motivational orientation. American Educational Research Journal, 29(4), 777-807.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
Hung, Y.-C., & Liou, P.-Y. (2013, June). Examining the relationship between student academic achievement and self-concept in the I/E, BFLPE, and combined models - Evidence from East Asia countries data in TIMSS 2007. Paper presented at the 5th IEA International Research Conference, Singapore.
IDB Analyzer (Version 2) [Computer software and manual]. (2009). Hamburg, Germany: International Association for the Evaluation of Educational Achievement.
Inglehart, R., & Welzel, C. (2010). Changing mass priorities: The link between modernization and democracy. Perspectives on Politics, 8(2), 551-567.
Jöreskog (1999). How large can a standardized coefficient be? Retrieved from http://www.ssicentral.com/lisrel/techdocs/HowLargeCanaStandardizedCoefficientbe.pdf.
Julian, M. W. (2001). The consequences of ignoring multilevel data structures
in nonhierarchical covariance modeling. Structural Equation Modeling,
8, 325-352.
Kish, L. (1965). Survey sampling. New York, NY: John Wiley & Sons, Inc.
Korn, E. L., & Graubard, B. I. (1995). Examples of differing weighted and unweighted estimates from a sample survey. The American Statistician, 49, 291-295.
Leung, F. K. S. (2002). Behind the high achievement of East Asian students.
Educational Research and Evaluation, 8(1), 87-108.
Li, J. (2009). Learning to self-perfect: Chinese beliefs about learning. In K. K. Chan,
& N. Rao (Eds.), Revisiting the Chinese learner: Changing contexts, changing
education (pp. 35-69). Hong Kong, China: Comparative Education Research
Centre.
Liem, G. A. D., Marsh, H. W., Martin, A. J., McInerney, D. M., & Yeung, A. S.
(2013). The big-fish-little-pond effect and a national policy of within-school ability streaming: Alternative frames of reference. American Educational Research Journal, 50(2), 326-370.
Lin, C.-L., Liou, P.-Y., & Tsai, C.-C. (2012). Research trends in science education using international large-scale assessment databases: 2000 to 2011. Manuscript submitted for publication.
Liou, P.-Y., & Hung, Y.-C. (2012). Statistical techniques utilized in analyzing PISA
and TIMSS databases in science education from 1996 to 2012: A
methodological review. Manuscript submitted for publication.
Liou, P.-Y., & Hung, Y.-C. (2013). Examining the Big-Fish-Little-Pond effect on
students’ self-concept of learning science in Taiwan based on the TIMSS
databases. Manuscript submitted for publication.
Liu, W. C., & Wang, C. K. J. (2005). Academic self-concept: A cross-sectional
study of grade and gender differences in a Singapore secondary school. Asia
Pacific Education Review, 6(1), 20-27.
Liu, W. C., Wang, C. K. J., & Parkins, E. J. (2005). A longitudinal study of students’
academic self-concept in a streamed setting: The Singapore context. British
Journal of Educational Psychology, 75, 567-586.
Lohr, S. L. (1999). Sampling: Design and analysis. Pacific Grove, CA: Brooks/Cole
Publishing Company.
Lonning, R. A., & DeFranco, T. C. (1997). Integration of science and mathematics: A
theoretical modle. School Science and Mathematics, 97(4), 212-215.
Manger, T., & Eikeland, O. J. (1997). The effect of social comparison on mathematics self-concept. Scandinavian Journal of Psychology, 38, 237-241.
Marsh, H. W. (1984a). Self-concept, social comparison and ability grouping: A reply
to Kulik and Kulik. American Educational Research Journal, 21, 799-806.
Marsh, H. W. (1984b). Self-concept: The application of a frame of reference model to
explain paradoxical results. Australian Journal of Education, 28, 165-181.
Marsh, H. W. (1986). Verbal and mathematics self-concepts: An internal/external
frame of reference model. American Educational Research Journal, 23, 129-149.
Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept.
Journal of Educational Psychology, 79, 280-295.
Marsh, H. W. (1989). Sex differences in the development of verbal and mathematics constructs: The High School and Beyond study. American Educational Research Journal, 26(2), 191-225.
Marsh, H. W. (1990). Influences of internal and external frames of reference on the formation of math and English self-concepts. Journal of Educational Psychology, 82(1), 107-116.
Marsh, H. W. (1991). Failure of high ability high schools to deliver academic benefits
commensurate with their students’ ability levels. American Educational
Research Journal, 28, 445-480.
Marsh, H. W. (2004). Negative effects of school-average achievement on academic self-concept: A comparison of the big-fish-little-pond effect across Australian states and territories. Australian Journal of Education, 48, 5-26.
Marsh, H. W., Byrne, B. M., & Yeung, A. S. (1999). Causal ordering of academic
self-concept and achievement: Reanalysis of a pioneering study and revised
recommendations. Educational Psychologist, 34, 154-157.
Marsh, H. W., Chessor, D., Craven, R. G., & Roche, L. (1995). The effects of gifted and talented programs on academic self-concept: The big fish strikes again. American Educational Research Journal, 32, 285-319.
Marsh, H. W., & Craven, R. G. (2002). The pivotal role of frames of reference in academic self-concept formation: The big fish-little pond effect. In F.
Pajares & T. Urdan (Eds.), Adolescence and education (Vol. II, pp.
83-123). Greenwich, CT: Information Age.
Marsh, H. W., Dowson, M., Pietsch, J., & Walker, R. (2004). Why multicollinearity
matters: A reexamination of relations between self-efficacy, self-concept, and
achievement. Journal of Educational Psychology, 96(3), 518-522.
Marsh, H. W., & Hau, K.-T. (2003). Big-fish-little-pond effect on academic self-concept. A cross-cultural (26-country) test of the negative effects of academically selective schools. American Psychologist, 58, 364-376.
Marsh, H. W., & Hau, K. T. (2004). Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal/external frame of reference predictions across 26 countries. Journal of Educational Psychology, 96(1), 56-67.
Marsh, H. W., & Hau, K. T. (2007). Applications of latent-variable models in educational psychology: The need for methodological-substantive synergies. Contemporary Educational Psychology, 32, 151-171.
Marsh, H. W., & Köller, O. (2004). Unification of theoretical models of academic self-concept/achievement relations: Reunification of east and west German school systems after the fall of the Berlin Wall. Contemporary Educational Psychology, 29(3), 264-282.
Marsh, H. W., Kong, C. K., & Hau, K. T. (2001). Extension of the internal/external frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students. Journal of Educational Psychology, 93(3), 543-553.
Marsh, H. W., Lüdtke, O., Robitzsch, A., Trautwein, U., Asparouhov, T., Muthén, B.,
& Nagengast, B. (2009). Doubly-latent models of school contextual effects:
Integrating multilevel and structural equation approaches to control measurement
and sampling error. Multivariate Behavioral Research, 44, 764-802.
Marsh, H. W., & Parker, J. (1984). Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don’t learn to swim as well? Journal of Personality and Social Psychology, 47, 213-231.
Marsh, H. W., & Roche, L. A. (1996). Structure of artistic self-concepts for
performing arts and non-performing arts students in a performing arts high
school: “Setting the stage” with multigroup confirmatory factor analysis. Journal
of Educational Psychology, 88(3), 461-477.
Marsh, H. W., & Shavelson, R. J. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20(3), 107-123.
Marsh, H. W., Trautwein, U., Lüdtke, O., Baumert, J., & Köller, O. (2007). The big-fish-little-pond effect: Persistent negative effects of selective high schools on self-concept after graduation. American Educational Research Journal, 44, 631-669.
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.
Martin, M. O., & Mullis, I. V. S. (Eds.). (2012). Methods and procedures in TIMSS and PIRLS 2011. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Martin, M. O., Mullis, I. V. S., & Foy, P. (with Olson, J. F., Erberber, E., Preuschoff, C., & Galia, J.). (2008). TIMSS 2007 international science 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.
Martin, M. O., Mullis, I. V. S., Foy, P., & Stanco, G. M. (2012). TIMSS 2011 international results in science. TIMSS & PIRLS International Study Center, Chestnut Hill, MA: Boston College.
Möller, J., Pohlmann, B., Köller, O., & Marsh, H. W. (2009). A meta-analytic path analysis of the internal/external frame of reference model of academic achievement and academic self-concept. Review of Educational Research, 79(3), 1129-1167.
Mui, F. L. L., Yeung, A. S., Low, R., & Jin, P. (2000). Academic self-concept of talented students: Factor structure and applicability of the internal/external frame of reference model. Journal for the Education of the Gifted, 23, 343-367.
Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. TIMSS & PIRLS International Study Center, Chestnut Hill, MA: Boston College.
Mullis, I. V. S., Martin, M. O., Ruddock, G. J., O’Sullivan, C. Y., & Preuschoff, C. (2009). TIMSS 2011 assessment frameworks. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Muthén, B. O. (1989). Latent variable modeling in heterogeneous populations.
Psychometrika, 54, 557-585.
Muthén, L. K., & Muthén, B. O. (1998-2010). Mplus user’s guide (6th ed.). Los Angeles, CA: Muthén & Muthén.
Muthén, B., & Satorra, A. (1995). Complex sample data in structural equation
modeling. Sociological Methodology, 25, 267-316.
Nagengast, B., & Marsh, H. W. (2011). The negative effect of school-average ability
on science self-concept in the UK, the UK countries and the world: the
big-fish-little-pond-effect for PISA 2006. Educational Psychology, 31(5),
629-656.
Olsen, R. V., & Lie, S. (2011). Profiles of students’ interest in science issues around
the world: Analysis of data from PISA 2006. International Journal of Science
Education, 33(1), 97-120.
Olsen, R. V., Prenzel, M., & Martin, R. (2011). Interest in science: A many-faceted
picture painted by data from the OECD PISA study. International Journal of
Science Education, 33(1), 1-6.
Olson, J. F., Martin, M. O., & Mullis, I. V. S. (Eds.). (2008). TIMSS 2007 technical
report. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Ormerod, M. B., & Duckworth, D. (1975). Pupils’ attitudes to science: A review of the research. Atlantic Highlands. NJ: Humanities Press.
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
Papanastasiou, E. C., & Zembylas, M. (2004). Differential effects of science attitudes and science achievement in Australia, Cyprus, and the USA. International Journal of Science Education, 26(3), 259-280.
Plucker, J. A., & Stocking, V. B. (2001). Looking outside and inside: Self-concept development of gifted adolescents. Exceptional Children, 67(4), 535-548.
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications
and data analysis methods. Thousand Oaks, CA: Sage. 2nd edition.
Rogers, C. M., Smith, M. D., & Coleman, J. M. (1978). Social comparison in the classroom: The relationship between academic achievement and self-concept. Journal of Educational Psychology, 70, 50-57.
Rutkowski, L., Gonzalez, E., Joncas, M., & von Davier, M. (2010). International large-scale assessment data: Issues in secondary analysis and reporting. Educational Researcher, 39(2), 142-151.
Shavelson, R., Hubner, J., & Stanton, G. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441.
Shen, C., & Tam, H.-P. (2008). The paradoxical relationship between student achievement and self-perception: A cross-national analysis based on three waves of TIMSS data. Educational Research and Evaluation, 14(1), 87-100.
Skaalvik, E. M., & Rankin, R. J. (1992). Mathematics and verbal achievement and self-concepts: Testing the internal/external frame of reference model. Journal of Early Adolescence, 12, 267-279.
Skaalvik, E. M., & Rankin, R. J. (1995). A test of the internal/external frame of
reference model at different levels of mathematics and verbal self-perception.
American Educational Research Journal, 32, 161-184.
SPSS (2008). SPSS for Window, Rel. 17 [Computer Software]. Chicago IL: SPSS.
Stankov, L. (2010). Unforgiving Confucian culture: A breeding ground for high
academic achievement, test anxiety and self-doubt? Learning and Individual
Differences, 20(6), 555-563.
Stevenson, H. W., Lee, S.-Y., Chen, C., Stigler, J. W., Hsu, C.-C., & Kitamura, S.
(1990). Contexts of achievement: A study of American, Chinese, and Japanese.
Monographs of the Society for Research in Child Development, 55(1-2), 1-107.
Thomas, S. L., & Heck, R. H. (2001). Analysis of large-scale secondary data in higher
education research: Potential perils associated with complex sampling
designs. Research in Higher Education, 42(5), 517-540.
Thomas, S. L., Heck, R. H., & Bauer, K. (2005). Weighting and adjusting for design effects in secondary data analysis. New Directions for Institutional Research, 2005(127), 51-72.
Thompson, B. (2000). Ten commandments of structural equation modeling. In G. Grimm, & P. R. Yarnold (Eds.), Reading and understanding more multivariate statistics (pp. 261-285). Washington, DC: American Psychological Association.
Tucker, L. R., & Lewis, C. (1973). The reliability coefficient for maximum likelihood factor analysis. Psychometrika, 38, 1-10.
Tymms, P. (2001). A test of the big fish in a little pond hypothesis: An investigation into the feelings of seven-year-old pupils in school. School Effectiveness and School Improvement, 12, 161-181.
Valentine, J. C., DuBois, D. L., & Cooper, H. (2004).The relation between self-beliefs
and academic achievement: An meta-analytic review. Educational Psychologist,
39(2), 111-133.
von Davier, M., Gonzalez, E., & Mislevy, R. (2009). Plausible values: What are they and why are they useful? IERI Monograph Series: Issues and Methodologies in Large-Scale Assessments, 2, 9-36.
Watkins, D. A., & Biggs, J. B. (Eds.). (2001). Teaching the Chinese learner: psychological and pedagogical perspectives. Hong Kong: Comparative Education Research Centre, The University of Hong Kong.
Whang, P. A., & Hancock, G. R. (1994). Motivation and mathematics achievement:
Comparison between Asian American and non-Asian students. Contemporary
Educational Psychology, 19, 302-322.
Wilkins, J. L. M. (2004). Mathematics and science self-concept: An international
investigation. The Journal of Experimental Education, 72(4), 331-346.
Willms, J. D., & Smith, T. (2005). A manual for conducting analyses with data from TIMSS and PISA. Report prepared for UNESCO Institute for Statistics.
Zeidner, M., & Schleyer, E. J. (1999). The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305-329.
指導教授 劉佩艷(Pey-Yan Liou) 審核日期 2013-7-30
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明