國中學生數學焦慮、數學學業成就與數學自我效能之相關研究

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Title:	國中學生數學焦慮、數學學業成就與數學自我效能之相關研究 A Correlation Study among Mathematic Anxiety , Mathematic Achievement and Mathematic Self-efficacy for the Secondary School Students
Authors:	楊淑惠 Hui, Yang Shu
Contributors:	青少年兒童福利碩士學位學程
Keywords:	數學焦慮數學學業成就數學自我效能 mathematics anxiety mathematics academic achievement mathematics self-efficacy
Date:	2013-06
Issue Date:	2013-11-04 10:52:59 (UTC+8)
Abstract:	本研究旨在探討國中學生數學焦慮、數學學業成就與數學自我效能之關係。本研究採用問卷調查法，以101學年就讀新北市國民中學七、八、九年級800位學生為研究對象，以SPSS 18.0進行問卷資料的統計與分析。本研究的研究結果包括：(一)不同性別在「數學自我效能」有顯著差異；(二)不同年級在「數學焦慮」與「數學自我效能」有顯著差異；(三)不同父親教育程度在「數學焦慮」、「數學學業成就」與「數學自我效能」皆有顯著差異；(四) 不同母親教育程度在「數學焦慮」、「數學學業成就」與「數學自我效能」皆有顯著差異；(五)分組教學在「數學焦慮」、「數學學業成就」與「數學自我效能」皆有顯著差異；(六)是否參加校外數學補習在「數學焦慮」、「數學學業成就」與「數學自我效能」皆有顯著差異；(七)國中學生「數學焦慮」與「數學學業成就」存在中度負相關；（八）國中學生「數學焦慮」與「數學自我效能」存在中度負相關；(九)國中學生「數學學業成就」與「數學自我效能」存在中度正相關；(十)國中學生「數學焦慮」對「數學自我效能」有預測力；(十一)國中學生「數學學業成就」對「數學自我效能」有預測力；(十二)國中學生「數學焦慮」與「數學學業成就」聯合預測「數學自我效能」時，其中「厭惡」、「壓力知覺」及「數學學業成就」能顯著預測「數學自我效能」，以「數學學業成就」最具預測力。最後依據本研究結果與發現對數學教育提出相關的建議，並提供未來欲進行相關研究者的研究建議方向。 The purpose of the research is to explore the relationship among mathematics anxiety, mathematics academic achievement, and mathematics self-efficacy of the junior high school students. The research utilized questionnaire survey, took those studying in the 7th, 8th, and 9th grade in New Taipei City in 2012 academic year as an object of study and performed statistics and analysis of the questionnaire with SPSS 18.0. The outcomes of the research were as follow. First, the data showed that there was significant difference in different genders’ “mathematics self-efficacy”. Second, there were significant differences among different graders in “mathematics anxiety” and “mathematics self-efficacy”. Third, those whose fathers’ levels of education were different had significantly different level in “mathematics anxiety”, “mathematics self-efficacy” and “mathematics academic achievement”. Fourth, those whose mothers’ levels of education were different had significantly different level in “mathematics anxiety”, “mathematics self-efficiency” and “mathematics academic achievement”. Fifth, those who were educated in different groups had significant difference in “mathematics anxiety”, “mathematics self-efficacy” and “mathematics academic achievement”. Sixth, participants who attended cram school after school had significant difference from those who didn’t in “mathematics anxiety”, “mathematics self-efficacy” and “mathematics academic achievement”. Seventh, “mathematics anxiety” and “mathematics academic achievement” of the junior high school students are moderately negative correlated. Eighth, “mathematics anxiety” and “mathematics self-efficacy” of the junior high school students are moderately negative correlated. Ninth, “mathematics academic achievement” and “mathematics self-efficacy” of the junior high school students are moderately positive correlated. Tenth, the study showed that “mathematics anxiety” of the students could positively predict “mathematics self-efficacy” of the students. Eleventh, “mathematics academic achievement” of the students could positively predict “mathematics self-efficacy” of the students. Twelfth, While “mathematics anxiety” and “mathematics academic achievement” of the students jointly predicting “self-efficacy” of the students, “detestation”, “perceived stress” and “mathematics academic achievement” could significantly predict “self-efficacy”, and “mathematics academic achievement” had the most predictability. At last, make some suggestions to mathematics education according to the discoveries of the research and render some propositions for those who would like to proceed related researches.
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