期刊目錄列表 - 62卷(2017) - 【教育科學研究期刊】62(1)三月刊

學生知覺教師期望、能力信念、實用價值與內在價值對臺灣八年級學生數理成就之影響:以TIMSS 2011多層次結構方程式模型為例 作者:陳敏瑜(臺北市立大學教育學系)、游錦雲(臺北市立大學心理與諮商學系)

卷期:62卷第1期
日期:2017年3月
頁碼:59-102
DOI:doi:10.6209/JORIES.2017.62(1).03

摘要:
本研究以期望價值理論為架構,進行國際數學與科學成就趨勢調查(TIMSS)2011年臺灣八年級學生數學和科學成就之多層次結構方程式模型分析,瞭解學生層次(學生知覺教師期望、能力信念、實用價值、內在價值)及班級層次(班級知覺教師期望、班級能力信念、班級實用價值、班級內在價值)重要變項之影響力,並探究能力信念在學生知覺教師期望與數理成就之間的中介效果。本研究發現,學生層次和班級層次的模型結構並不相同,在學生層次的分析中,數學和科學的能力信念對學生學業成就的直接效果最大,而在數學與科學的班級層次分析中,班級能力信念皆對班級學業成就產生相當大的直接影響。此外,學生能力信念在學生知覺教師期望與數理成就之間扮演中介角色。最後依據研究結果提供建議,以供實務應用及未來研究之參考。

關鍵詞:多層次結構方程式模型、次級資料分析、國際數學與科學成就趨勢調查2011、期望價值理論、數理成就

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參考文獻:
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中文APA引文格式陳敏瑜、游錦雲(2017)。學生知覺教師期望、能力信念、實用價值與內在價值對臺灣八年級學生數理成就之影響:以TIMSS 2011多層次結構方程式模型為例。教育科學研究期刊62(1),59-102。doi:10.6209/JORIES.2017.62(1).03
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

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
Pages:59-102
DOI:doi:10.6209/JORIES.2017.62(1).03

Abstract:

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