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題 名 | 個人、父母、以及學校與學生數學學習成就關係之探究=How Personal Factors, Parents, and School Can Explain for the Mathematics Achievements |
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作 者 | 呂文惠; | 書刊名 | 靜宜人文社會學報 |
卷 期 | 8:2 2014.07[民103.07] |
頁 次 | 頁1-27 |
分類號 | 521.12 |
關鍵詞 | 城鄉差異; 數學教育; 自我效能; 學習態度; 認知能力; The gap between urban and suburban areas; Mathematics education; Self-efficacy; Learning attitudes; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要是從發展生態系統的觀點來探討個人特質、家庭因素、及學校因素如何解釋數學學習成就的個別差異。在本研究中,個人特質包含個人認知能力、數學學習自我效能感、以及數學學習態度;家庭因素是指父母的教育程度;學校因素則是指城鄉差異。106 位來自台灣中部地區某縣轄市二所分處於市區與郊區的國小六年級學生參與本研究。結果顯示二校學生數學學習成就及父母教育程度有顯著差異,但在一般認知能力、數學學習自我效能感、以學習能度則無顯著差異。逐步類別迴歸的結果顯示一般智能、學校、父親學歷、及學習態度最能解釋學生數學學習成就的個別差異。研究者據此提出教育及研究上的建議。 |
英文摘要 | In this study, the researchers tried to explore how the personal traits, family factors, and school factors could explain for the variances in mathematics achievements. The personal traits included the cognitive abilities, self-efficacy in mathematics, and learning attitudes toward mathematics. Family factors referred to parents’ education levels. School factors referred to the gap between urban and suburban areas. A total of 106 sixth graders from two elementary schools in the same city participated in the study. One of the schools located in the urban area, and the other located in suburban area. The results showed that there were significant school differences in mathematics achievements and parents’ education levels(both father and mother). However, the two groups did not differ in cognitive ability, self-efficacy, or learning attitudes. Results of stepwise categorical regressions showed that cognitive ability, school factor, fathers’ education levels, and learning attitude could explain for the variances in mathematic achievements. Educational and practical suggestions were provided based on the results. |
本系統中英文摘要資訊取自各篇刊載內容。