簡易檢索 / 詳目顯示

研究生: 郭育誠
Kuo, Yu-Chen
論文名稱: 中學生在線上學習的數學焦慮、自我調整學習策略與數學自我概念間的關係
The Structural Relationships among Mathematic Anxiety, Self-regulated learning strategies, and Mathematic self-concept for Middle School Students During Distance Online Learning.
指導教授: 楊凱琳
Yang, Kai-Lin
口試委員: 王婷瑩
Wang, Ting-Ying
鄭英豪
Cheng, Ying-Hao
楊凱琳
Yang, Kai-Lin
口試日期: 2022/07/16
學位類別: 碩士
Master
系所名稱: 數學系
Department of Mathematics
論文出版年: 2022
畢業學年度: 110
語文別: 中文
論文頁數: 96
中文關鍵詞: 線上學習數學焦慮自我調整學習數學自我概念
英文關鍵詞: online learning, mathematics anxiety, self-regulated learning, mathematics self-concept
研究方法: 調查研究
DOI URL: http://doi.org/10.6345/NTNU202201013
論文種類: 學術論文
相關次數: 點閱:95下載:29
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 第壹章 緒論 1 第一節 研究背景 1 一、線上學習的背景 1 二、線上學習時的焦慮 2 三、數學焦慮 3 四、自我調整學習 3 五、數學自我概念 4 六、性別、學習階段差異 5 第二節 研究動機 6 第三節 研究目的與問題 7 第四節 名詞界定 8 一、數學焦慮 8 二、自我調整學習 8 三、數學自我概念 8 第貳章 文獻探討 9 第一節 數學焦慮的內涵與其測量 9 一、數學焦慮的內涵與實徵研究 9 二、數學焦慮的測量工具 11 第二節 自我調整學習的內涵與其測量 13 一、自我調整學習的發展與實徵研究 13 二、自我調整學習的測量工具 15 第三節 數學自我概念的內涵與測量 18 一、數學自我概念的內涵與實徵研究 18 二、數學自我概念的測量工具 19 第四節 數學焦慮、自我調整學習與數學自我概念的關係 21 一、數學焦慮與自我調整學習關係的實徵研究 21 二、自我調整學習與數學自我概念關係的實徵研究 21 三、數學焦慮與數學自我概念關係的實徵研究 22 四、小結 22 第參章 研究方法 24 第一節 研究架構與研究流程 24 一、研究架構 24 二、研究流程 25 第二節 研究對象 27 一、預試問卷樣本 27 二、正式問卷樣本 27 第三節 研究工具 29 一、問卷內容 29 第四節 資料處理與分析 40 一、探索性因素分析 40 二、驗證性因素分析 41 三、結構方程式模型 41 四、二因子變異數分析 43 五、潛在剖面分析 43 六、單因子變異數分析 44 第肆章 研究結果與討論 45 第一節 線上學習下中學生在數學焦慮、自我調整學習策略與數學自我概念各構念內的結構 45 一、探索性因素分析 45 二、驗證性因素分析 50 第二節 線上學習下中學生在數學焦慮、自我調整學習策略與數學自我概念構念間的結構關係 57 一、結構方程式模型適配度 57 二、結構方程式模型分析結果 61 第三節 線上學習下不同性別、不同學習階段之中學生的數學焦慮、自我調整學習策略與數學自我概念表現程度及差異情形 66 一、不同性別、學習階段之中學生的數學焦慮程度及差異情形 67 二、不同性別、學習階段之中學生的自我調整學習策略表現及差異情形 70 三、不同性別、學習階段之中學生的數學自我概念程度及差異情形 75 第四節 線上學習下中學生在數學焦慮、自我調整學習策略與數學自我概念的潛在剖面分析結果 77 第伍章 結論與建議 81 第一節 結論 81 一 、線上學習下中學生在數學焦慮、自我調整學習策略與數學自我概念構念間的結構關係 81 二 、線上學習下不同性別、不同學習階段之中學生的數學焦慮、自我調整學習策略與數學自我概念表現程度及差異情形 83 三 、線上學習下中學生在數學焦慮、自我調整學習策略與數學自我概念的潛在剖面分析結果 85 四 、總結 87 第二節 建議 89 參考文獻 91

    余民寧. (2006). 影響學習成就因素的探討。教育資料與研究雙月刊,73,11-24。
    教育部 (2014)。十二年國民基本教育課程綱要總綱。臺北市:教育部。
    教育部 (2021,5月18日)。 全國各級學校因應疫情停課居家線上學習。https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&s=8BF1696CC31F4FE9.
    林郁婷. (2021). 以 PISA 2012 探究臺灣學生情境, 環境與性情經歷因素對數學焦慮之研究.
    吳明隆. (2021). SPSS 操作與應用─ 多變量分析實務. 五南圖書出版股份有限公司.
    吳相儀, 陳冠羽, 廖思涵, 劉政宏, & 謝碧玲. (2018). [新編青少年強項量表] 之編製與驗證. 測驗學刊, 65(4), 367-399.
    徐明珠, & 賀秋白. (2019). 個人創新與中小學教師使用行動學習教學之態度. 中華印刷科技年報, 235-246.
    杜麗君. (2005). 目標設定訓練課程對不同能力水準國小學生後設認知, 動機, 自我調整學習與數學學業表現影響之效果研究.
    邱皓政. (2011).結構方程模式:LISREL的理論、技術與應用(二版)。臺北市:雙葉書廊。
    張瑞賓, & 李建華. (2021). 遠距教學常態化問題之探討與建議. 臺灣教育評論月刊, 10(6), 27-34.
    楊淑惠(2013)。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。中國文化大學青少年兒童福利碩士學位學程碩士論文,台北市。 取自https://hdl.handle.net/11296/p578wn
    陳志恆, & 林清文. (2008). 國中學生自我調整學習策略量表之編製及效度研究. 未出版碩士論文, 國立彰化師範大學輔導與諮商學系所, 彰化.
    陳寬裕, & 王正華. (2021). 論文統計分析實務: SPSS 與 AMOS 的運用. 五南圖書出版股份有限公司.
    洪詠善. (2020). 停課不停學: 當自主學習成為日常. Journal of Curriculum Studies, 15(1), 15-33.
    程炳林. (1990). 激勵的學習策略之相關研究。國立政治大學教育研究所碩士論文,未出版,臺北市。
    程炳林, & 林清山. (2001). 中學生自我調整學習量表之建構及其信效度研究. 測驗年刊, 48(1), 1-41.
    葉建宏, & 葉貞妮. (2020). Covid-19 疫情下的遠距教育教學策略探討. 臺灣教育評論月刊, 9(11), 145-149.
    簡大為. (2009).。不同性別高中職學生數學素養、成就、焦慮與自我效能相關之探討。國立花蓮教育大學數學系碩士班碩士論文,花蓮縣。 取自https://hdl.handle.net/11296/e6enmm
    盧玟伶. (2007). 國中生數學自我概念, 自我效能與成就關係之探討: 以 PISA2003 香港資料為例.
    龔心怡, & 李靜儀. (2016). 國中學生數學自我概念與數學學業成就相互效果模式之縱貫研究-性別差異與城鄉差距之觀點. 科學教育學刊, 24(S), 511-536.
    劉玉玲, & 沈淑芬. (2015). 數學自我概念, 數學學習策略, 數學學業情緒與數學學業成就之研究-自我提升模式觀點. 教育心理學報, 46(4), 491-516.
    魏麗敏. (1991). 中小學生一般焦慮, 數學焦慮及數學態度之比較研究. 台中師院學報, 1991, n-5: 129-154.
    魏麗敏. (1996). 國小學生學習動機, 數學焦慮與數學成就之研究. 國民教育研究集刊, (4), 133-155.
    Abdous, M. H. (2019). Influence of satisfaction and preparedness on online students' feelings of anxiety. The Internet and Higher Education, 41, 34-44.
    Ahmed, W., Minnaert, A., Kuyper, H., & Van der Werf, G. (2012). Reciprocal relationships between math self-concept and math anxiety. Learning and individual differences, 22(3), 385-389.
    Ahmed, W., Van der Werf, G., Kuyper, H., & Minnaert, A. (2013). Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis. Journal of educational psychology, 105(1), 150.
    Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological bulletin, 103(3), 411.
    Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
    Bieg, M., Goetz, T., & Lipnevich, A. A. (2014). What students think they feel differs from what they really feel–academic self-concept moderates the discrepancy between students’ trait and state emotional self-reports. PloS one, 9(3), e92563.
    Bozkurt, A., & Sharma, R. C. (2020). Education in normal, new normal, and next normal: Observations from the past, insights from the present and projections for the future. Asian Journal of Distance Education, 15(2), i-x.
    Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13.
    Cetin, B. (2015). Academic motivation and self-regulated learning in predicting academic achievement in college. Journal of International Education Research, 11(2), 95-106.
    Dabbagh, N., & Kitsantas, A. (2004). Supporting self-regulation in student-centered web-based learning environments. International Journal on E-learning, 3(1), 40-47.
    Delage, V., Trudel, G., Retanal, F., & Maloney, E. A. (2021). Spatial anxiety and spatial ability: Mediators of gender differences in math anxiety. Journal of Experimental Psychology: General.
    Doll, W. J., Xia, W., & Torkzadeh, G. (1994). A confirmatory factor analysis of the end-user computing satisfaction instrument. MIS quarterly, 453-461.
    Fuller, R. M., Vician, C., & Brown, S. A. (2006). E-learning and individual characteristics: The role of computer anxiety and communication apprehension. Journal of Computer Information Systems, 46(4), 103-115.
    Fung, J. J., Yuen, M., & Yuen, A. H. (2014). Self-regulation in learning mathematics online: Implications for supporting mathematically gifted students with or without learning difficulties. Gifted and Talented International, 29(1-2), 113-123.
    Frary, R. B., & Ling, J. L. (1983). A factor-analytic study of mathematics anxiety. Educational and psychological measurement, 43(4), 985-993.
    Gabriel, F., Buckley, S., & Barthakur, A. (2020). The impact of mathematics anxiety on self-regulated learning and mathematical literacy. Australian Journal of Education, 64(3), 227-242.
    Gillis, A., & Krull, L. M. (2020). COVID-19 Remote Learning Transition in Spring 2020: Class Structures, Student Perceptions, and Inequality in College Courses. Teaching Sociology, 48, 283 - 299.
    Goldman, A. D., & Penner, A. M. (2016). Exploring international gender differences in mathematics self-concept. International Journal of Adolescence and Youth, 21(4), 403-418.
    Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis. Englewood Cliff. New jersey, USA, 5(3), 207-2019.
    Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C., & Szűcs, D. (2016). Maths anxiety in primary and secondary school students: Gender differences, developmental changes, and anxiety specificity. Learning and individual differences, 48, 45-53.
    Huang, X., Zhang, J., & Hudson, L. (2019). Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students: the gender moderating effect. European Journal of Psychology of Education, 34(3), 621-640.
    Hopko, D. R., Mahadevan, R., Bare, R. L., & Hunt, M. K. (2003). The abbreviated math anxiety scale (AMAS) construction, validity, and reliability. Assessment, 10(2), 178-182.
    Jansen, R. S., Van Leeuwen, A., Janssen, J., Kester, L., & Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. Journal of computing in higher education, 29(1), 6-27.
    Joreskog, K. G., & Sorbom, D. (1992). LISREL VIII: Analysis of linear structural relations. Mooresville, I.N.: Scientific Software.
    Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology research and behavior management, 11, 311.
    Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on psychological science, 1(2), 133-163.
    Marsh, H. W., & Yeung, A. S. (1998). Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs. American Educational Research Journal, 35(4), 705-738.
    McLeod, J. D., & Shanahan, M. J. (1993). Poverty, parenting, and children's mental health. American sociological review, 351-366.
    Meece, J. (1981). Individual differences in the affective reactions of middle and high school students to mathematics: A social cognitive perspective. Unpublished doctoral dissertation, University of Michigan.
    Mehrotra, C., Hollister, C. D., & McGahey, L. (2001). Distance learning: Principles for effective design, delivery, and evaluation. Sage Publications.
    Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning. Cengage Learning.
    Nagy, G., Watt, H. M., Eccles, J. S., Trautwein, U., Lüdtke, O., & Baumert, J. (2010). The development of students' mathematics self‐concept in relation to gender: Different countries, different trajectories? Journal of Research on Adolescence, 20(2), 482-506.
    Nunnally JC. Psychometric theory. New York, NY: McGraw-Hill; 1967.
    Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502). Elsevier.
    Pollock, P. H., & Wilson, B. M. (2002). Evaluating the impact of internet teaching: Preliminary evidence from American national government classes. PS: Political Science & Politics, 35(3), 561-566
    Pokay, P., & Blumenfeld, P. C. (1990). Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Journal of educational psychology, 82(1), 41.
    Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian journal of educational research, 45(3), 269-286.
    Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 14(2),
    Raykov, T., & Marcoulides, G. A. (2008). An introduction to applied multivariate analysis. Routledge.
    Rayoan, F. M., & Ludji, R. A. D. (2021). The Influence of Mathematics National Examination Scores on Grade Point Average, Mathematics Anxiety, and Self-Regulated Learning of 2018 Second Year Students. Pancaran Pendidikan, 10(2).
    Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: a systematic review and meta-analysis. Psychological bulletin, 138(2), 353.
    Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: psychometric data. Journal of counseling Psychology, 19(6), 551.
    Rumble, G. (1989). Concept: On defining distance education. American Journal of Distance Education, 3(2), 8-21.
    Sandman, R. S. (1973). THE DEVELOPMENT, VALIDATION, AND APPLICATION OF A MULTI-DIMENSIONAL MATHEMATICS ATTITUDE INSTRUMENT. University of Minnesota.
    Stone, N. J. (2000). Exploring the relationship between calibration and self-regulated learning. Educational Psychology Review, 12(4), 437-475.
    Tobias, S., & Weissbrod, C. (1980). Anxiety and mathematics: An update. Harvard Educational Review.
    Tzohar-Rozen, M., & Kramarski, B. (2014). Metacognition, motivation, and emotions: Contribution of self-regulated learning to solving mathematical problems. Global Education Review, 1(4).
    Weinert, F. E., & Helmke, A. (1987). Compensatory effects of student self-concept and instructional quality on academic achievement. Motivation, intention, and volition, 233-247.
    Wigfield, A., & Meece, J. L. (1988). Math anxiety in elementary and secondary school students. Journal of educational Psychology, 80(2), 210.
    Williams, L. J., & Hazer, J. T. (1986). Antecedents and consequences of satisfaction and commitment in turnover models: A reanalysis using latent variable structural equation methods. Journal of applied psychology, 71(2), 219.
    Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In Handbook of self-regulation (pp. 531-566). Academic Press.
    Van Mier, H. I., Schleepen, T. M., & Van den Berg, F. C. (2019). Gender differences regarding the impact of math anxiety on arithmetic performance in second and fourth graders. Frontiers in psychology, 2690.
    Yukselturk, E., & Bulut, S. (2009). Gender differences in self-regulated online learning environment. Journal of Educational Technology & Society, 12(3), 12-22.
    Zembylas, M. (2008). Adult learners’ emotions in online learning. Distance education, 29(1), 71-87.
    Zhao, T., Fu, Z., Lian, X., Ye, L., & Huang, W. (2021). Exploring emotion regulation and perceived control as antecedents of anxiety and its consequences during COVID-19 full remote learning. Frontiers in Psychology, 12, 2608.
    Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary educational psychology, 11(4), 307-313.
    Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Handbook of self-regulation (pp. 13-39). Elsevier.
    Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American educational research journal, 45(1), 166-183.
    Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary educational psychology.
    Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of educational Psychology, 82(1), 51.

    下載圖示
    QR CODE