The Importance of Context for Adolescents’ Motivational Beliefs in Science Learning and their Relationships with Science Achievement: Results from Taiwanese TIMSS Data

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：25

、訪客IP：18.119.131.178

姓名

王呈隆(Cheng-Lung Wang) 查詢紙本館藏

畢業系所

學習與教學研究所

論文名稱

(The Importance of Context for Adolescents’ Motivational Beliefs in Science Learning and their Relationships with Science Achievement: Results from Taiwanese TIMSS Data)

相關論文

★ 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	★ 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

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]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

本研究奠基於動機期望價值理論（Expectancy-Value Theory），進一步探討台灣八年級學生的科學自我概念（science academic self-concept）、科學內在價值（intrinsic value of science）與科學實用價值（utility value of science）等動機信念與科學成績之間的關聯性。有鑑於情境因子在學習動機的研究領域中逐漸受到重視，因此本篇論文分別針對班級情境與家中情境提出兩個子研究，探討台灣八年級學生科學動機信念與科學成績之間的關聯透過，本篇論文以2011年國際數學與科學成就趨勢調查（Trends in International Mathematics and Science Study）的台灣八年級學生科學資料進行分析。
就班級情境而言，第一個子研究旨在透過二階層線性模型（hierarchical linear modeling）探討科學動機信念與科學成績在學生階層與班級階層之關係。研究結果指出，科學自我概念、科學內在價值與科學實用價值在學生階層和科學成績皆有正向的關聯。而在控制住學生階層變項後，研究結果顯現科學自我概念與科學成績在班級階層具有正向的關聯性，意即科學自我概念具有其班級脈絡效應。除此之外，班級平均實用價值對於科學實用價值與科學成績間之關聯有負向調節效果。根據此跨階層之實證研究結果，進一步於內文中探討在台灣教育的情境下，科學動機信念在學生階層與班級階層對科學成績之可能作用。
另一方面，針對家中情境，第二個研究旨在透過結構方程模型（structural equation modeling）驗證本研究根據動機期望值理論所提出的假設模型。此假設模型主要假設科學自我概念、科學內在價值與實用價值在家長參與（parental involvement）與科學成績之間的關聯上具有中介效應。研究結果證實，家長參與對於學生的科學成績具有正向的直接效果，同時也能透過學生的科學動機信念產生正向的間接效果。其中，此間接效果主要透過自科學自我概念與科學實用價值而非科學內在價值。藉由此驗證理論假設模型的結果，本研究從學習動機的角度，提出在台灣的社會情境中，家長參與對於學生科學成績作用的可能機制。整體來說，本篇論文希冀探討由台灣整體八年級學生為母體的抽樣資料，審視台灣八年級學生科學動機信念在不同情境的作用，並加以探討此研究結果在台灣教育與社會情境下所揭示的現象，從學習動機的角度提出對台灣科學教育的實務與研究建議，此外，也希望在研究方法的精進與突破能給未來相關的研究加以參考。

摘要(英)

This thesis aimed to examine the relationship between motivational beliefs in science learning and science achievement for Taiwanese eighth graders who have been featured as having low motivational beliefs in science learning according to the serial results of the Trends in Mathematics and Science Study (TIMSS) from an international perspective. The three motivational beliefs in science learning, namely science academic self-concept, intrinsic value of science, and utility value of science, were the focuses of this thesis based on the Expectancy-Value Theory (EVT). Moreover, given that the role of contexts has become more important in the development of academic motivation theory, the whole thesis consists of two studies, each of which examines the relationships from the viewpoint of two different contexts, namely the classroom and the home. Taiwanese TIMSS 2011 science data were used across the two studies.
In the first study, two-level hierarchical linear modeling was used to analyze the relationship between motivational beliefs in science learning and science achievement at both the student and class levels. The results indicated that each motivational belief had a positive predictive effect on science achievement. Additionally, a positive class contextual effect of self-concept on science achievement was identified. Furthermore, class-mean utility value had a negative moderating effect on the relationship between utility value and science achievement. This study sheds light on the functioning of motivational beliefs in science learning among Taiwanese adolescents with consideration of the classroom motivational contexts.
On the other hand, the structural equation modeling in the second study was used to test a hypothesized model based on the EVT in which the relationship between parental involvement and science achievement was assumed to be mediated by motivational beliefs in science learning. The results indicated that science academic self-concept and utility value of science can mediate the effect of parental involvement on science achievement, whereas intrinsic value of science did not have such a relationship within the social context of the home in Taiwan. These results from the second study provide empirical evidence revealing the prominent role of the social context of the home, such as the impact of parent involvement, in students’ academic development through a motivational mechanism in Taiwan. Overall, the whole thesis, based on the Taiwanese representative sample, contributes to the science education literature by examining the relationships between motivational beliefs in science learning and science achievement in different contexts from the viewpoint of an East Asian culture.

關鍵字(中)

★ 脈絡效應
★ 階層線性模型
★ 動機信念
★ 國際數學與科學成就趨勢調查
★ 結構方程模型

關鍵字(英)

★ contextual effect
★ hierarchical linear modeling (HLM)
★ motivational beliefs
★ structural equation modeling (SEM)
★ TIMSS

論文目次

CHAPTER ONE: INTRODUCTION 1
1.1 Background 1
1.2 The Scope of the Thesis 4
1.3 Research Questions 6
1.3.1 Study 1 7
1.3.2 Study 2 7
1.4 Definition of Terminology 7
1.4.1 Motivational Beliefs in Science Learning 7
1.4.2 The Class Contextual Effect 8
1.4.3 Parental Involvement 8
CHAPTER TWO: LITERATURE REVIEW 10
2.1 Conceptualizing Motivational Beliefs in Science Learning 10
2.2 Motivational Beliefs in Science Learning and Science Achievement 12
2.3 The Critical Role of Educational Contexts in Promoting Adolescents’ Motivational Beliefs 14
2.4 Trends in International Mathematics and Science Study and Educational Contexts in Taiwan 15
2.5 Study 1 17
2.5.1 Classroom as an Educational Context for the Development of Students’ Motivational Beliefs in Science Learning 17
2.5.2 The Class Contextual Effect of Motivational Beliefs in Science Learning on Science Achievement 19
2.5.3 The Cross-level Moderation Effect of Motivational Beliefs in Science Learning on Science Achievement 20
2.6 Study 2 22
2.6.1 Parents as Important Socializers within the Social Context of the Home and the Development of Students’ Academic Success in School 22
2.6.2 The Mechanism of Parental Involvement from the Motivational Perspective 25
CHAPTER THREE: METHODOLOGY 28
3.1 Across the Two Studies 28
3.1.1 Data Source and Sample 28
3.1.2 The Measure of Student Science Achievement 29
3.1.3 Consideration of the Secondary Analysis of TIMSS Data 30
3.2 Study 1 31
3.2.1 Measures 31
3.2.2 Data Analysis and Consideration 33
3.3 Study 2 38
3.3.1 Measures 38
3.3.2 Data Analysis and Consideration 39
CHAPTER FOUR: RESULTS 44
4.1 Study 1 44
4.1.1 Correlation Analysis 44
4.1.2 Two-level Hierarchical Linear Modeling 45
4.2 Study 2 49
4.2.1 Procedural Issues: Measurement and Structural Models 49
4.2.2 Research Questions 52
CHAPTER FIVE: DISCUSSION AND IMPLICATIONS 55
5.1 Relationships between Motivational Beliefs in Science Learning and Science Achievement in Taiwan 56
5.2 The Role of Class Motivational Contexts in the Relationships between Motivational Beliefs in Science Learning and Science Achievement in Taiwan 58
5.3. Motivational Beliefs in Science Learning as a Mediator of the Association between Parental involvement and Science Achievement in Taiwan 62
5.4 Issues Related to Methodology 65
5.5 Limitations and Future Suggestions 67
5.6 Conclusion 70
REFERENCES 72
APPENDIX 83

參考文獻

Ahmed, W., Minnaert, A., Werf, G., & Kuyper, H. (2010). Perceived social support and early adolescent’s achievement: The mediational roles of motivational beliefs and emotions. Journal of Youth and Adolescence, 39(1), 36-46.
Anderson, E. S., & Keith, T. Z. (1997). A longitudinal test of a model of academic success for at-risk high school students. The Journal of Educational Research, 90(5), 259-268.
Anderson, J. C., & Gerbing, D W. (1988). Structural equation modeling in practice: A review and commended two step approach. Psychological Bulletin, 103(3), 411-423.
Areepattamannil‚ S. (2012). First- and second-generation immigrant adolescents’ multidimensional mathematics and science self-concept and their achievement in mathematics and science. International Journal of Science and Mathematics Education‚ 10(3)‚ 695-716.
Areepattamannil, S., & Kaur, B. (2013). Factors predicting science achievement of immigrant and nonimmigrant students: A multilevel analysis. International Journal of Science and Mathematics Education, 11(5), 1183–1207.
Areepattamannil, S., Klinger, D. A., & Freeman, J. G. (2011). Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada. Social Psychology of Education, 14(2), 233–259.
Blalock, H. M. (1984). Contextual-effects models: Theoretical and methodological issues. Annual Review of Sociology, 10(1), 353-372.
Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational psychology review, 15(1), 1-40.
Byrne, B. M. (2013). Structural equation modeling with Mplus: Basic concepts, applications, and programming. New York, NY: Routledge.
Chang, C.-Y., & Cheng, W.-Y. (2008). Science achievement and students’ self‐confidence and interest in science: A Taiwanese representative sample study. International Journal of Science Education, 30(9), 1183-1200.
Chang, Y. (2015). Science motivation across Asian countries: Links among future-oriented motivation, self-efficacy, task values, and achievement outcomes. The Asia-Pacific Education Researcher, 24(1), 247–258.
Chen, J. J.-L. (2005). Relation of academic support from parents, teachers, and peers to Honk Kong adolescents’ academic achievement: The mediating role of academic engagement. Genetic, Social, and General Psychology Monographs, 131(2), 77-127.
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.
Coleman, J. (1987). Families and schools. Educational Researcher, 16(6), 32-38.
Dabney, K. P., Chakraverty, D., & Tai, D. H. (2013). The association of family influence and initial interest in science. Science Education, 97(3), 395-409.
Denissen, J. J. A., Zarrett, N. R., & Eccles, J. S. (2007). I like to do it, I’m able, and I know I am: Longitudinal couplings between domain-specific achievement, self-concept, and interest. Child Development, 78(2), 430-447.
Dinkelmann, I., & Buff, A. (2016). Children’s and parents’ perceptions of parental support and their effects on children′s achievement motivation and achievement in mathematics: A longitudinal predictive mediation model. Learning and Individual Differences, 50, 122-132.
Duncan, G. J., Magnuson, K. A., & Ludwig, J. (2004). The endogeneity problem in developmental studies. Research in human development, 1(1-2), 59-80.
Eccles, J. S. (2007). Families, schools, and developing achievement-related motivation and engagement. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization (pp. 665-691). New York, NY: The Guilford Press.
Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). San Francisco, CA: W. H. Freeman.
Eccles, J. S., Lord, S., & Midgley, C. (1991). What are we doing to early adolescents? The impact of educational contexts on early adolescents. American Journal of Education, 99(4), 521-542.
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Iver, D. M. (1993). The impact of stage-environment fit on young adolescents’ experiences in schools and families. American Psychologist, 48(2), 90-101.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132.
Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). London, United Kingdom: Sage.
Forme, P. M., & Eccles, J. S. (1998). Parents’ influence on children’s achievement-related perceptions. Journal of Personality and Social Psychology, 74(2), 435-452.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
Foy, P., Arora, A. & Stanco, G. M. (2013). TIMSS 2011 user guide for the international database. Chestnut Hill, MA: TIMSS and PIRLS International Study Center, Boston College.
Gonzalez-DeHass, A. R., Willems, P. P., & Holbein, M. F. D. (2005). Examining the relationship between parental involvement and student motivation. Educational psychology review, 17(2), 99-123.
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.
Hair, J. F., Black, W.C., Banin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). New Jersey: Prentice-Hall.
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of strategies that promote achievement. Developmental Psychology, 45(3), 740-763.
Ho, E. S.-C. (2010). Family influences on science learning among Hong Kong adolescents: What we learned from PISA. International Journal of Science and Mathematics Education, 8(3), 409-428.
Ho E. S. C., & Willms, J. D. (1996). Effects of parental involvement on eighth-grade achievement. Sociology of education, 69, 126-141.
Hu, L., & 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.
Huang, T. (2012). Agents’ social imagination: The “invisible” hand of neoliberalism in Taiwan’s curriculum reform. International Journal of Educational Development, 32(1), 39-45.
Hung, C.-L. (2007). Family, schools and Taiwanese children’s outcomes. Educational Research, 49(2), 115-125.
Ing, M. (2014). Gender differences in the influence of early perceived parental support on student mathematics and science achievement and STEM career attainment. International Journal of Science and Mathematics Education, 12(5), 1221-1239.
Jack, B. M., Lin, H.-S., & Yore, L. D. (2014). The synergistic effect of affective factors on student learning outcomes. Journal of Research in Science Teaching, 51(8), 1084-1101.
Jen, T. H., Lee, C. D., Chien, C. L., Hsu, Y. S., & Chen, K. M. (2013). Perceived social relationships and science learning outcomes for Taiwanese eighth graders: Structural equation modeling with a complex sampling consideration. International Journal of Science and Mathematics Education‚ 11(3), 575-600.
Jiang, Y., Bong, M., & Kim, S.-I. (2015). Conformity of Korean adolescents in their perceptions of social relationships and academic motivation. Learning and Individual Differences, 40, 41-54.
Juang, L. P., & Silbereisen, R. K. (2002). The relationship between adolescent academic capability beliefs, parenting and school grades. Journal of Adolescence, 25(1), 3-18.
Kaya, S., & Rice, D. C. (2010). Multilevel effects of student and classroom factors on elementary science achievement in five countries. International Journal of Science Education, 32(10), 1337-1363.
Ker, H. W. (2016). The impacts of student-, teacher- and school-level factors on mathematics achievement: An exploratory comparative investigation of Singaporean students and the USA students. Educational Psychology, 36(2), 254-276.
Kuger, S., Klieme, E., Jude, N., & Kaplan, D. (Eds.). (2017). Assessing contexts of learning: An international perspective. Switzerland: Springer.
Lavonen, J., & Laaksonen‚ S. (2009). Context of teaching and learning school science in Finland: Reflections on PISA 2006 results. Journal of Research in Science Teaching, 46(8), 922–944.
Lay, Y. F., Ng, K. T., & Chong, P. S. (2015). Analyzing affective factors related to eighth-grade learners’ science and mathematics achievement in TIMSS 2007. Asia-Pacific Education Researcher, 24(1), 103-110.
Liou, P.-Y. (2014a). Evaluating measurement properties of attitudinal items related to learning science in Taiwan from TIMSS 2007. Journal of Baltic Science Education, 16(3), 856–869.
Liou, P.-Y. (2014b). Examining the big-fish-little-pond effect on students’ self-concept of learning science in Taiwan based on the TIMSS databases. International Journal of Science Education, 36(12), 2009-2028
Liou, P.-Y., & Ho, J. H.-N. (2016). Relationships among instructional practices, students’ motivational beliefs and science achievement in Taiwan using hierarchical linear modeling. Research Papers in Education. doi: 10.1080/02671522.2016.1236832
Liou, P.-Y., & Hung, Y.-C. (2015). Statistical techniques utilized in analyzing PISA and TIMSS databases in science education from 1996 to 2013: A methodological review. International Journal of Science and Mathematics Education, 13(6), 1449–1468.
Liou, P.-Y., & Liu, E. Z.-F. (2015). An analysis of the relationships between Taiwanese eighth and fourth graders′ motivational beliefs and science achievement in TIMSS 2011. Asia Pacific Education Review, 16(3), 433–445.
Liou, P.-Y. (2017). Profiles of adolescents’ motivational beliefs in science learning and science achievement in 26 countries: Results from TIMSS 2011 data. International Journal of Educational Research, 81, 83 –96.
Malecki, C. K., & Demaray, M. K. (2002). Measuring perceived social support: Development of the child and adolescent social support scale. Psychology in the Schools, 39(1), 1-18.
Marks, G. N., Cresswell, J., & Ainley, J. (2006). Explaining socioeconomic inequalities in student achievement: The role of home and school factors. Educational Research and Evaluation, 12(2), 105-128.
Marsh, H. W. (1990). The structure of academic self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82(4), 623-636.
Marsh, H. W., Abduljabbar, A. S., Abu-Hilal, M. M., Morin, A. J. S., Abdelfattah, F., Leung, K. C., Xu, M. K., Nagengast, B., & Parker, P. (2013). Factorial, convergent, and discriminant validity of TIMSS math and science motivation measures: A comparison of Arab and Anglo-Saxon countries. Journal of Educational Psychology, 105(1), 108-128.
Marsh, H. W., Abduljabbar, A. S., Paker, P. D., Morin, A. J. S., Abdelfattah, F., Nagengast, B., Moller, J., Abu-Hilal, M. M. (2015). The internal/external frame of reference model of self-concept and achievement relations: Age-cohort and cross-cultural difference. American Educational Research Journal, 52(1), 168-202.
Marsh, H. W., & Shavelson, R. (1985). Self-Concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20(3), 107-123.
Martin, M. O., Mullis, I. V. S., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Science. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2015/international-results/
Martin, M. O., & Mullis, I. V. S. (Eds.). (2012). Methods and procedures in TIMSS 2011. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
McConney, A., Oliver, M. C., Woods-McConney, A., Schibeci, R., & Maor, D. (2014). Inquiry, engagement, and literacy in science: A retrospective, cross-national analysis using PISA 2006. Science Education, 98(6), 963-980.
McDonald, R. P., & Ho, M.-H. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7(1), 64-82.
McNeal, R., Jr. (1999). Parental involvement as social capital: Differential effectiveness on science achievement, truancy, and dropping out. Social Forces, 78(1), 117-144.
McNeal, R., Jr. (2012). Checking in or checking out? Investigation the parent involvement reactive hypothesis. The Journal of Educational Research, 105(2), 79-89.
Mohammadpour, E. (2012). A multilevel study on trends in Malaysian secondary school students’ science achievement and associated school and student predictors. Science Education, 96(6), 1013-1046.
Mohammadpour, E. (2013). A three-level multilevel analysis of Singaporean eighth-graders science achievement. Learning and Individual Differences, 26, 212-220.
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.
Nagengast, B., Marsh, H. W., Scalas, L. F., Xu, M. K., Hau, K. T., & Trautwein, U. (2011). Who took the “x” out of Expectancy-Value Theory? A psychological mystery, a substantive-methodological synergy, and a cross-national generalization. Psychological Science, 22(8), 1058–1066.
Ng, B. L. L., Liu, W. C., & Wang, J. C. K. (2016). Student motivation and learning in mathematics and science: A cluster analysis. International Journal of Science and Mathematics Education, 14(7), 1359-1376.
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.
Ozel, M., Caglak, S., & Erdogan, M. (2013). Are affective factors a good predictor of science achievement? Examining the role of affective factors based on PISA 2006. Learning and Individual Differences, 24, 73-82.
Papanastasiou, E. C., & Zembylas, M. (2012). Differential effects of science attitudes and science achievement in Australia, Cyprus, and the USA. International Journal of Science Education, 26(3), 259–280.
Parcel, T. L., & Dufur, M. J. (2001). Capital at home and at school: Effects on student achievement. Social Forces, 79(2), 881-911.
Perera, L. D. H. (2014). Parents’ attitude toward science and their children’s science achievement. International Journal of Science Education, 36(18), 3021-3041.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686.
Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of educational research, 77(3), 373-410.
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891.
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear model: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (2000). School as a context of early adolescents’ academic and social-emotional development: A summary of research finding. The Elementary School Journal, 100(5), 443-471.
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.
Schafer, J. L., & Graham, J. W. (2002). Missing data: Our view of the state of the art. Psychological Methods, 7(2), 147.
Senler, B., & Sungur, S. (2009). Parental influences on students’ self-concept, task value beliefs, and achievement in science. The Spanish Journal of Psychology, 12(1), 106-117.
Sha, L., Schunn, C., Bathgate, M., & Ben-Eliyahu, A. (2016). Families support their children’s success in science learning by influencing interest and self-efficacy. Journal of Research in Science Teaching, 53(3), 450-472.
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441.
Simpkins, S. D., Price, C. D., & Garcia, K. (2015). Parental support and high school students’ motivation in biology, chemistry, and physics: Understanding differences among Latino and Caucasian boys and girls. Journal of Research in Science Teaching, 52(10), 1386-1407.
Sun‚ L., Bradley‚ K. D., & Akers‚ K. (2012). A multilevel modeling approach to investigating factors impacting science achievement for secondary school students: PISA Hong Kong sample. International Journal of Science Education‚ 34(14), 2107-2125.
Tighezza, M. H. (2014). Modeling relationships among learning, attitude, self-perception, and science achievement for grade 8 Saudi students. Internal Journal of Science and Mathematics Education, 12(4), 721–740.
Tabachnik, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed). Needham Heights, MA: Pearson Education.
Tsai, L.-T., Yang, C.-C., & Chang, Y.-J. (2015). Gender differences in factors affecting science performance of eighth grade Taiwan students. The Asia-Pacific Education Researcher, 24(2), 445-456.
Tsai, L.-T., & Yang, C.-C. (2015). Hierarchical effects of school-, classroom-, and student-level factors on the science performance of eighth-grade Taiwanese students. International Journal of Science Education, 37(8), 1166-1181.
Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202-209.
Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12(3), 265–310.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.
Wilkins, J. L. M. (2004). Mathematics and science self-concept: An international investigation. Journal of Experimental Education, 72(4), 331-346.

指導教授

劉佩艷(Pey-Yan Liou)

審核日期

2017-7-20

推文