本研究利用TIMSS 1999資料探討台灣、新加坡、日本、韓國、美國、義大利和智利等七個國家的國中學生特質與學習成就的關係，以逐步回歸分析，從27項學生特質中找出對科學成就的強預測因素，並比較各國學生科學成就的強預測因素之異同。本研究的主要發現如下：（一）台灣和智利、義大利、日本、韓國、新加坡、美國等七個國家的學生有九個共同特質，包括：（1）在上學前或放學後通常沒有花時間參加科學或數學的社團；（2）家中有電算器；（3）家中有個人專用的書桌；（4）家中有字典；（5）母親認為在學校學好自然科學是重要的；（6）自認在學校學好自然科學是重要的；（7）自認有休閒輕鬆的時間是重要的；（8）自認要學好自然科學必需在家努力多學習；和（9）當年度在學校有上自然科學的課程；（二）27個學生特質變數從因素分析可得到八個共同因素，七個國家學生特質所有共同因素解釋的總變異量為54％；（三）亞洲四國學生科學成就與特質相關性中，日本和韓國前五個高相關的變數相同，相似性最高；新加坡和美國前四個高相關的變數相同，與美國相似，與亞洲其他國家不同；（四）以R平方改變量 .01以上之變數作為各國的回歸模式時，對各國學生科學成就具有預測力之特質變數分別為六至十個，這些特質變數的預測力達35%～48%；（五）台灣學生特質的預測力與其他國家都不相似，四個亞洲國家科學成就都在前五名，建議進行跨國合作研究計畫，從評量制度、學生的價值觀和文化特質來探討其對學生科學成就的影響。

This study made use of data of Taiwan, Singapore, Japan, Korea, United States, Italy, and Chile in TIMSS 1999 to compare the relationships of the characteristics and science achievements among seven countries, to find out the strong predictors related to science achievements from 27 student characteristics. Major findings were as follows: (A) Students of Taiwan, Singapore, Japan, Korea, United States, Italy, and Chile had nine common characteristics, including: (1) before going to school or after school, students did not attend science or mathematics clubs; (2) each student had a calculator at home; (3) each student had a personal desk at home; (4) each student had a dictionary at home; (5) each student thought that his mother thought that doing well in science at school was important; (6) each student thought that doing well in science at school was important; (7) each student thought to have leisure time was important; (8) it was necessary to study hard for good grades at home; and (9) each student had taken science courses this year. (B) There were eight common factors which explained 54% variance of science achievement. (C) Japan and Korea had the same first five high correlated variables, and Singapore was similar to the United States in the four high correlated variables. (D) With R square changes above .01, there were 6-10 student characteristics counting for science achievements for seven countries by 35%~48% in variance. (E) Student characteristics of Taiwan were different from student characteristics of Japan, Korea, and Singapore. Taiwan, Singapore, Japan, and Korea had different strong predictors in students’ science achievement, however, all four countries were ranked top compared to other counties. It was suggested that scholars from different countries work together to study educational assessment system, students’ values and culture characteristics of each country, and to find out the possible reasons that influence students’ science achievements.

王逢振（2000）：文化研究。台北：揚智文化事業有限公司。
王秀槐（1984）：國中高、低成就學生家庭環境與學習態度之比較研究。國立政治大學教育研究所碩士論文。
丘才廉（1983）：加拿大語言權之探討。國立政治大學教育研究所碩士論文。
佘曉清（1998）：科學教育與性別差異的省思，兩性平等教育季刊, 4, 51-57。
呂學榮(1987)：科學過程技能與邏輯思考能力相關性分析研究。國立臺灣師範大學物理學系碩士論文。
何金針(1986)：國中學生性別角色與生活適應、學習成就之關係。國立臺灣師範大學教育學系碩士論文。
何寶珠 (1990)：科學過程技能教學活動對國一學生之影響: 科學過程技能成就水準及科學態度。國立臺灣師範大學化學系碩士論文。
李秉書 (2003)：高一學生選組及其學業預測之研究－以自然組物理科為例。國立臺灣師範大學物理學系碩士論文。
吳佳玲 (2001)：影響高一學生地球科學問題解決能力之相關變項探討。國立臺灣師範大學地球科學系碩士論文。
吳松林（1990）：我國青少年非理性觀念及其相關因素之研究。國立政治大學教育研究所博士論文。
吳恬妮（1999）：探討國中生生物科自我效能與學術地位之關係及其在組對討論中的效應。國立台灣師範大學科學教育研究所碩士論文。
汪昭瑛（2002）：國中女學生之中輟與復學歷程研究-由家庭與學校經驗詮釋之。國立臺灣師範大學教育心理與輔導學系碩士論文。
林生傳（1972）：影響學業成就的社會環境因素分析與探討。國立高雄師院學報, 4, 167-205。
林美珍（1991）：母親的兒童學習信念及其與兒童學業成就相關之探討。國立政治大學教育研究所碩士論文。
林義男（1993）：國小學生家庭社經背景、父母參與與學業成就的關係。輔導學報, 16, 157-212
林繼盛（1982）：影響國小兒童學業成就的家庭因素。民國七十一年國民中小學專題研究報告，台灣省國民學校教師研習會出版。
明日報 (2000)：台灣國中生科學數學頂呱呱 李遠哲：不值得高興。89年12月7日第二版。
洪志明（2001）：我國國中二年級學生課餘學習時間與學習成就之關係，科學教育月刊, 235, 14-20。
洪佳慧（2002）：由教科書內容與性別面向分析我國國二學生在第三次國際數學與科學教育成就研究後續調查（TIMSS-R）的學習表現-生命科學以及環境與資源議題部分。國立臺灣師範大學科學教育研究所碩士論文。
洪菁穗（1999）：探討國中生在理化科的學術地位、自我效能與學業成敗歸因之關係。國立台灣師範大學科學教育研究所碩士論文。
洪瑞鎂（2001）：從「第三次國際數學與科學教育成就研究後續調查」探究台灣國二學生的數學基本能力。國立臺灣師範大學數學研究所碩士論文。
洪蘭(譯)（2000）：腦內乾坤:男女有別‧其來有自。安妮‧莫伊爾(Anne Moir)，大衛‧傑塞爾(David Jessel)著。臺北：遠流出版社。
姚若芹（1986）：母親就業、家庭社經地位、父母態度與國中生學業成就之相關研究。國立政治大學教育研究所碩士論文。
侯怡如（2002）由考試文化的角度分析我國學生在TIMSS 1999 生命科學的答題表現。國立臺灣師範大學科學教育研究所在職進修碩士班論文。
高希均（1977）：教育經濟學論文集。台北：聯經出版社。
孫本文（1956）：社會心理學。台灣商務印書館。
許德發（2000）：專科學生對科學的態度、生物學科自我效能與其營養健康信念表徵、學業成就之關係研究。國立臺灣師範大學科學教育研究所博士論文。
陳幸仁（1996）：成就與能力在性別差異上的探討。教育資料文獻, 226, 148-155。
陳昭地、沈青嵩、洪志明、洪有情、傅學海、張殷榮(2001)：「第三次國際數學與科學教育成就研究」後續調查。行政院國家科學委員會補助專題研究計畫期末成果報告。
陳昭玲（2000a）：國中生科學成績我居世界第一。國語日報民國89年12月7日第二版。
陳昭玲（2000b）：國際科學及數學教育成就調查我學生表現最好國科會：正可審視我教育的優點。國語日報民國89年12月7日第四版。
陳皎眉（1999）：從性別差異看兩性平等教育。台灣教育, 583, 3-9。
陳穎希（2001）：國中數學新舊教材之比較研究-從第三次國際數學與科學教育成就研究的後續調查來探究。國立臺灣師範大學數學研究所碩士論文。
張一誠（2002）：由我國國中教科書內容分析國二學生在第三次國際數學與科學教育成就研究後續調查(TIMSS-R)之表現：物理、科學探究與科學本質以及地球科學部分。國立臺灣師範大學科學教育研究所碩士論文。
張世平（1983）：高中生的教師期望、父母期望、自我期望與學業成就的關係。國立臺灣師範大學教育學系碩士論文。
張景然（1991）：青少年犯罪的社會學理論﹙五之四﹚。諮商與輔導, 71, 43-46。
張春興（1991）：現代心理學。台北：東華。
張殷榮（2002）：影響我國學生在TIMSS-R 中科學學習成就因素之探討，科學教育月刊, 235, 14-20。
張錦弘（2000）：國中生：補習數學、科學 每天一小時。聯合報民國89年12月7日第四版。
郭素蘭（1984）：國小資優兒童與普通兒童在家庭社經背景與父母管教態度上的差異。國立政治大學教育研究所碩士論文。
楊龍立（1991）：中小學生在科學成就及對科學的態度中性別差異的探討。國立臺灣師範大學教育研究所碩士論文。
廖淑馨（1970）：蒙古科爾沁方言之研究。國立政治大學教育研究所碩士論文。
劉佳容（2002）：我國國二學生在TIMSS-1999中之理化學習成就分析。國立臺灣師範大學化學研究所碩士論文。
戴曉霞（1995）：IEA研究及其方法論之探討。國立臺灣師範大學教育學系博士論文。
顏秀玫（2004）：我國小學四年級學生在「國際數學與科學教育成就趨勢調查（TIMSS 2003）」中科學低分題之分析。國立臺灣師範大學科學教育研究所碩士論文。
羅珮華（2003）：從TIMSS 1999探討國二學生的學習成就與學習時間及國家經濟能力之關係。科學教育月刊, 256, 3-11。
蘇懿生（1994）：高雄市立高中實驗室氣氛與學生對科學的態度之關係研究。國立高雄師範大學科學教育研究所碩士論文。
Allport, G.. W. (1935). Attitudes. In C. A. Murchison (Ed.), A Handbook of Social Psychology. New York: Russell & Rusell, 798-844.
Atkinson, J. W. & Feather, N. T. (1966). A Theory of Achievement Motivation. New York: Wiley.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
Bandura, A. (1988). Organizational applications of social cognitive theory. Australian Journal of Management, 13(2), 275-302.
Beaton, A. E., Martin, M. Q., Mullis, I. V. S., Gonzalez, E. J., Smith, T. A.,.and Kelly, D. L. (1996). Science Achievement in the Middle School Years: IEA’s TIMSS. Chestnut Hill, MA: Boston College.
Biggs, J. (1994). What are effective schools? Lessons. Educational Researcher, 21, 19–39.
Brown, M. (1998). Findings lost amid political jockeying. Times Educational Supplement, p. 17, on March 20, 1998.
Burns, A., Darling, N. (2002). Peer Pressure Is NOT Peer Influence. Education Digest, 68(2), 4-6.
Centra, J. A. and Potter, D. A. (1980). School and Teacher Effects: an Interrelational Model. Review of Education Research, 50(2), 273-291.
Comber, L. C. and Keeves, J. P. (1973). Science education in nineteen countries. A Halsted Press Book, 403p.
Chuprov, V. and Zubok, I. (1997). Social conflict in the sphere of the education of youth. Education in Russia, the Independent States and Eastern Europe, 15, 47–58.
Csikszentmihalyi , M., Rathunde, K. and Whalen, S. (1997). Talented teenagers: the roots of success and failure. Cambridge, Cambridge University Press.
Cuttance, P. F. (1980). Affective factors in the mediation of background effects on cognitive performance. Studies in Educational Evaluation, 6(1), 65-72.
Elliot, J. (1997). School-based curriculum development and action research in the United Kingdom. In S. Hollingsworth (Ed.), International action research: A casebook for educational reform (pp.17-28). London: Falmer.
Elliott, J. G., Hufton, N., Hildreth, A. and Illushin, L. (1999). Factors Influencing Educational Motivation: a Study of Attitudes, Expectations and Behaviour of Children in Sunderland, Kentucky and St Petersburg, British Educational Research Journal, 25, 75–94.
Elliott, J. G., Hufton, N., Illushin, L. and Lauchlan, F. (2001). Motivation in the Junior Years: International Perspectives on Children’s Attitudes, Expectations and Behavior and Their Relationship to Educational Achievement. Oxford Review of Education, 27(1), p. 37.
Erickson, G. L. and Erickson, L. J. (1984). Females and science achievement: Evidence, explanations, and implications. Science Education, 68(2), 63-89.
Fleming, M. L. and Malone, M. R. (1982). The relationship of student characteristics and student performance in science. In Anderson, et al., Science meta-analysis project: Final report of NSF project. No. SED 80-12310 pp.561-638. University of Colorado, Boulder, Colorado 80309.
Fotheringham, J. B. (1981). Family socioeconomic and educational emotional characteristics as predictors of school achievement. Journal of Educational Research, 75, 312-307.
Foy, P. (1998). Third International Mathematics and Science Study – Repeat (TIMSS-R) School Sampling Manual - Version 2. Chestnut Hill, MA: Boston College.
Foy, P., and Joncas, M. (2000). TIMSS Sample Design. In Martin et al. (eds) TIMSS1999 International Technical Report. Chestnut Hill, MA: Boston College.
Garden, R. A. and Smith, T. A. (2000). TIMSS Test Development. In Martin et al. (eds) TIMSS1999 International Technical Report. Chestnut Hill, MA: Boston College.
Gardner, P. L. (1975). Attitudes to science: A review. Studies in Science Education, 2, 1-41.
Gauld, C. F. (1982). The scientific attitude and science education: A critical reappraisal. Science Education, 66(1), 109-121.
Germann, P. J. (1994). Testing a Model of Science Process Skills Acquisition: An Interaction with Parents' Education, Preferred Language, Gender, Science Attitude, Cognitive Development, Academic Ability, and Biology knowledge. Journal of Research in Science Teaching, 31(7), 749-783.
Gonzalez, E. J. and Miles, J. A. (2001). User Guide for the TIMSS 1999 International Database. Chestnut Hill, MA: Boston College.
Greenburg, J. W. (1972). Home background and school achievement of black urban ghetto children. American Journal of Orthopsychiatry, 42(5), 803-810.
House, J. D. (2000). Relarionships Between Instructional Activities and Science Achievement of Adolescent Students in Hong Kong: Findings from the Third International Mathematics and Science Study. International Journal of Instructional Media, 27(3), 275-288.
Hess, R. D. and Azuma, M.(1991). Cultural support for schooling: contrasts between Japan and the United States, Educational Researcher, 20, 2–8.
Husn, T. (1975). Foreword: in Walker (ed) The IEA six subject survey: an empirical study of education in twenty-one countries, 1976. Almqvist & Wiksell International.
Husn, T. (1983). Are Standards in U.S. Schools Really Lagging Behind Those in Other Countries? Phi Delta Kappan, 64, 455-461.
IEA. (2003). Completed Studies. [Online]. Available: http://www.iea.nl/ Home/.（October 5, 2003）
Keeves, J. P. (1992). The IEA study of science III: Changes in Science Education and Achievement: 1970 to 1984. Pergamon Press.
Keeves, J. P. & Saha, L. J. (1992). Home background factors and educational outcomes. In Keeves, J. P. Changes in Science Education and Achievement: 1970 to 1984. Pergamon Press.
Keeves, J. P. & Morgenstern, C. (1992). Attitudes towards science: measures and effects. In Keeves, J. P. Changes in Science Education and Achievement: 1970 to 1984. Pergamon Press.
Lee, T. Y. (1987). The Relationships of Achievement, Instruction, and Family Background to the Elementary School Science Achievement in the Republic of China. Dissertation of Ph.D., Ohio State University.
Marjoribanks, K. (1972). Environment, social class, and mental abilities. Journal of Educationl Psychology, 63(2), 103-109.
Martin, M. O. and Kelly, D. L. (1996). Third International Mathematics and Science Study Technical Report, Volume I: Design and Development. Chestnut Hill, MA: Boston College.
Martin, M. O., Mullis, I. V. S., Gonzalez, E. J., Gregory, K. D., Smith, T. A., Chrostowski, S. J., Garden, R. A., & O’Connor, K. M. (2000a). TIMSS 1999 International Science Report: Findings from IEA’s Repeat of the Third International Mathematics and Science Study at the Eighth Grade. Chestnut Hill, MA: Boston College.
Martin, M. O., Gregory, K. D., & Stemler, S.E. (2000b). TIMSS 1999 Technical Report: IEA’s Repeat of the Third International Mathematics and Science Study at the Eighth Grade. Chestnut Hill, MA: Boston College.
Martin, M. O., Mullis, I. V. S., Gonzalez, E. J., O’Connor, K., Chrostowski, S. J., Steven, M., Gregory, K. D., Smith, T. A., and Garden , R. A. ( 2001). Science Benchmarking Report: TIMSS 1999 –Eighth Grade. Chestnut Hill, MA: Boston College.
Mullis, I., Martin, M. O., Gonzalez, E. J., Gregory, K. D., Garden, R. A., O’Connor, K. M., Chrostowski, S. J., and Smith, T. (2000). TIMSS 1999 International Mathematics Report. Chestnut Hill, MA: Boston College.
Norman- Jackson, J. (1982). Family interactions, language development, and primary reading achievement of black children in family of low income. Child Development, 53, 349-358.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
Parker, J. G., and Asher, S. R. (1987). Peer Relations and Later Personal Adjustment: Are Low-Accepted Children at Risk? Psychological Bulletin, 102, 357-389.
Postlethwaite, T. N., and Wiley, D. E. (1992). The IEA Study of Science II: Science Achievement in Twenty-Three Countries. Pergamon Press.
Reynolds, D. (1999). Creating a new methodology for comparative educational research: the contribution of the International School Effectiveness Research Project, in: R.J. Alexander, P. Broadfoot & D. Phillips (Eds) Learning from Comparing: new directions in comparative education research, Vol. 1. (London, Symposium).
Richardson, T. R., and Kring, J. P. (1997). Student Characteristics and Learning or Grade Orientation Influence Preferred Teaching Style. College Student Journal, 31(3).
Robitaille, D. F. (1992). Third International Mathematics and Science Study: Issues and Ways Overview.
Robitaille, D. F. (1993). Curriculum Frameworks for Mathematics and Science. TIMSS Monograph .No.1. Pacific . Educational press, Vancouver, Canada.
Robitaille, D.F. and Garden, R. A. (1996). Design of the Study in D. F. Robitaille & R.A. Garden (Eds.), TIMSS Monograph No. 2: Research Questions & Study Design. Vancouver, Canada: Pacific Educational Press.
Rogers, C. R. (1959). A Theory of Therapy ,Personality, and Interpersonal Relationship ,as Developed in the client-centered framework. In S. Koch(Ed.), Psychology :A study of science (Vol.3). New York: McGraw-Hill.
Rokeach, M. (1973). The Nature of Human Values. N.Y.: The Free Press.
Rosier, M. J. and Keeves, J. P. (1991). The IEA Study of Science I: Science Education and Curricula in Twenty-Three Countries. Pergamon Press.
Sewell, W. H., & Shall, V. P. (1968). Parents Education and children’s educat ional aspirations. American sociological review, 33(2), 19-20.
Schibeci, R. A. (1984). Attitudes to science: An update. Studies in Science Education, 11, 26-59.
Schmidt, W. H., McKnight, C. C., Cogan, L. S., Jakwerth, P. M., and Houang, R. T. (1999). Facing the Consequences: Using TIMSS for a Closer Look at U.S. Mathematics and Science Education. Kluwer Academic Publishers.
Schoon, I. & Parsons, S. (2002). Teenage Aspirations for Future Careers and Occupational Outcomes. Journal of Vocational Behavior, 60, 262–288
Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1, 173-208.
Shen, C. (2001). Social values associated with cross-national differences in mathematics and science achievement: a cross-national analysis. Assessment in Education, 8(2), 193-223.
Shen, C. & Pedulla, J. (2000). The Relationship between Students’ Achievement and their Self-perception of Competence and Rigour of Mathematics and Science: a cross-national analysis. Assessment in Education, 7(2), 237-253.
Simpson, R. D., Koballa Jr., T. R., Oliver, J. S., & Crawley Ⅲ, F. E. (1994). Research on the affective dimension of science learning. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning, 211-234. N.Y: Macmillan Publishing Company.
Smith, T. E. (1981). Adolescent agreement with perceived maternal and paternal education goals. Journal of Marriage and the Family, 43, 85-93.
Srivastava, V. S. (1974). Environment as a determining factor of failure at high school stage. Uttar Pradesh Bureau of Psychology, 21(1), 37-42.
Stevenson, H. W. & Stigler, J. W. (1992). The Learning Gap. New York: Simon & Schuster.
Stigler J. W. & Hiebert, J. (1999). The Teaching Gap. New York: The Free Press.
Stigler, J. W., Gonzales, P., Kawanaka,T., Knoll, S., and Serrano, A. (1999). The TIMSS Videotape Classroom Study. Washington,DC: U.S. Government Printing Office.
Stockard, J. (1980). Sex inequities in the experiences of students. Stockard, J., Schmuck, P. A., Kempner, K., Williams, P., Edson, S. K., & Smiths, M. A. (Eds). Sex Equity in Education. New York: Academic Press.
Straus, M. A. (1968). Communication, creativity, and problem-solving ability of middle- and working-class families in three societies. The American Journal of Sociology, 73, 417-430.
Tananis, C. A., Chrostowski, S. J., Bunt, N. R., Seeley, M. M., and Tamler, L. (2002). Southwest Pennsylvania Regional Benchmarking Report TIMSS 1999 – Eighth Grade Mathematics and Science: Achievement for a Workforce Region in a National and International Context. Chestnut Hill, MA: Boston College.
TIMSS 1999 Assessment Student Background Data Almanac by Science Achievement - Eighth Grade. (2001). TIMSS International Study Center, Boston College, Chestnut Hill, MA USA.
TIMSS 2003 Survey Operations Manual. (2002). TIMSS International Study Center, Boston College, Chestnut Hill, MA USA.
TIMSS-R Main Survey Operations Manual. (1998). TIMSS International Study Center, Boston College, Chestnut Hill, MA USA.
Wajcman, J. (1991). Feminism confronts technology. The Pennsylvania State University Press.
Walberg, H. J. (1981). A Psychological Theory of Educational Productivity. In Farley, F. H. and Gordon, N. J. (Ed.) Psyhology and Education: the State of the Union. Berkerley, CA: McCutchan.
Walberg, H. J. (1986). Syntheses of research on teaching. In Wittrock, M. C. (Ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan Publishing Company.
Walker, D. A. (1976 ). The IEA six subject survey: an empirical study of education in twenty-one countries. Almqvist & Wiksell International.
Williams, C. (1997). Convergence or Divergence? A Comparative Analysis of Youth. Russia and Britain, 15, 12–20.