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

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王呈隆(Cheng-Lung Wang) 查詢紙本館藏

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

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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

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指導教授

劉佩艷(Pey-Yan Liou)

審核日期

2017-7-20

推文