Journal directory listing - Volume 62(2017) - Journal of Research in Education Sciences【62(1)】March

Effects of Perception of Teachers’ Expectations, Ability Beliefs, Utility Values, and Intrinsic Values on Math and Science Achievement Among Eighth-Grade Students in Taiwan: A Multilevel Structural Equation Model Using TIMSS 2011 Author: Min-Yu Chen(Department of Education, University of Taipei), Ching-Yun Yu(Department of Psychology and Counseling, University of Taipei)

Vol.&No.:Vol. 62, No.1
Date:March 2017


On the basis of expectancy-value theory, multilevel structural equation models and trends in mathematics and science study 2011 data were applied to investigate the effects of the student-level variables (perception of teachers’ expectations, ability beliefs, utility values, and intrinsic values) and their respective class-level variables on math and science achievement, and to test the mediation effect of ability belief between students’ perception of teachers’ expectations and the math and science achievements of eighth-grade students in Taiwan. The study revealed the following results: (1) The student-level and class-level structures exhibited differences. (2) At the student level, students’ ability belief had the strongest effect on their math and science achievement; the class level of ability belief had a positive effect on math and science achievement. (3) Ability belief had a significant mediating effect between the perception of teachers’ expectations and math and science achievement. Finally, according to the results, some suggestions for practical applications and future research were introduced.

Keywords:expectancy-value theory, math and science achievement, multilevel structural equation model (MSEM), secondary data analysis, trends in mathematics and science study (TIMSS) 2011

《Full Text》 檔名

  1. 吳坤璋、黃台珠、吳裕益(2005)。影響中小學學生科學學習成就的因素之比較研究。教育心理學報,37(2),147-171。doi:10.6251/BEP.20051115【Wu, K.-C., Huang, T.-C., & Wu, Y.-Y. (2005). A comparative study of factors affecting science learning achievement of students in different grade levels. Bulletin of Educational Psychology, 37(2), 147-171. doi:10. 6251/BEP.20051115】
  2. 巫思穎(2012)。香港、新加坡、臺灣八年級學生科學成就影響因素之比較:以TIMSS 2007為例(未出版碩士論文)。國立中興大學,臺中市。【Wu, S.-Y. (2012). Factors affect on the eighth grade students’ science achievements: A comparison among Hong Kong, Singapore and Taiwan (Unpublished master’s thesis). National Chung Hsing University, Taichung, Taiwan.】
  3. 李仁豪、余民寧(2008)。二層次結構方程式模型的應用:以教育心理學為例。師大學報:教育類,53(3),95-123。doi:10.3966/2073753X2008125303005【Li, R.-H., & Yu, M.-N. (2008). Applying two-level structural equation model to a data sample drawn from educational psychology. Journal of National Taiwan Normal University: Education, 53(3), 95-123. doi:10. 3966/2073753X2008125303005】
  4. 李玉琳、廖主民(2005)。父母對兒童參與舞蹈活動的期望價值信念的影響。體育學系學刊,5,79-84。【Li, Y.-L., & Liao, Z.-M. (2005). The influence of parents on the belief of expectancy value of children’s participation in dance activities. Journal of Physical Education, 5, 79-84.】
  5. 李懿芳、江芳盛、蔡佳燕(2010)。校園安全觀感與國小學生數學及科學學業成就之相關研究。教育學刊,35,99-128。【Lee, Y.-F., Chiang, F.-S., & Tsai, C.-Y. (2010). A study of the correlation between perceptions of school safety and elementary students’ mathematics and science performance. Educational Review, 35, 99-128.】
» More
APA FormatChen, M.-Y. & Yu, C.-Y.(2017). Effects of perception of teachers’ expectations, ability beliefs, utility values, and intrinsic values on math and science achievement among eighth-grade students in taiwan: A multilevel structural equation model using TIMSS 2011. Journal of Research in Education Sciences, 62(1), 59-102. doi:10.6209/JORIES.2017.62(1).03