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研究生:黃信樽
研究生(外文):Hsin-tsum Huang
論文名稱:從文化觀點驗證數學學習需求內涵以及數學學習需求與學生自尊之關係
論文名稱(外文):The Verification of a Mathematical Learning Needs Intension from a Cultural Perspective and an Examination of the Relationship between Mathematical Learning Needs and Self-Esteem
指導教授:趙梅如趙梅如引用關係
指導教授(外文):Mei-Ru Chao
學位類別:碩士
校院名稱:國立成功大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:中文
論文頁數:95
中文關鍵詞:自我焦點自尊他人焦點數學學習需求
外文關鍵詞:self-focusother-focusmathematical learning needsself-esteem
相關次數:
  • 被引用被引用:2
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  • 下載下載:148
  • 收藏至我的研究室書目清單書目收藏:2
本研究之研究目的為:(一)從文化觀點驗證數學學習需求之內涵。(二)探討台灣地區國中生數學學習需求的性別差異。(三)探討台灣地區國中生數學學習需求與自尊之間的關係。
本研究之參與對象為台灣地區一~三年級國中生共889人,首先進行一階與二階模式之驗證性因素分析比較,並同時比較其性別差異;接著進行數學學習需求與自尊之內涵相關分析。研究工具包括「數學學習需求量表」和「國中小學生自尊量表」。本研究以驗證性因素分析、多變項 考驗、單因子重複量數變異數分析及相關分析等統計方法進行資料分析工作。
本研究的發現如下:
一、經驗證性因素分析的結果,一階模式與二階模式與觀察資料皆有良好之適配,意即數學學習需求具有「他人焦點」與「自我焦點」之意涵。其中「表現需求」和「認同需求」屬於「他人焦點」;「精熟需求」與「防衛需求」屬於「自我焦點」。
二、在數學學習需求之性別差異上,女生較男生更傾向表現需求與認同需求,顯示女生較重視學校之成就表現,不論是藉此滿足個人之優越感或是滿足重要他人的標準或期望。女生重視認同,強調滿足重要他人的標準或期望;男生則著重表現與防衛,重視其面子問題。
三、在相關方面,表現需求高的學生會更傾向藉由服從及學習以獲取重要他人對他/她們的讚許;認同需求高的學生則傾向以滿足他人期待以提昇個人自尊;而藉由學習以提昇自我評價的學生,其防衛需求也相對較高;精熟需求較高的學生則較不易受到他人對自我評價的影響。
本研究根據研究結果進行討論,以供國中教學、學習輔導及未來研究之參考。
The purposes of this study were to: (a) verify a mathematical learning needs intension from a cultural perspective, (b) investigate the variety of mathematical learning needs intension in gender of junior high school students in Taiwan, and (c) examine the relationship between the mathematical learning needs intension and self-esteem for junior high school students in Taiwan.
This study used 889 junior high school students from 1st to 3rd grade in Taiwan as participants. They were used to compare first-order with second-order exploratory factor analysis for the mathematical learning needs intension, analysis gender differences in the mathematical learning needs intension and examine the relationship between the mathematical learning needs intension and self-esteem. The instruments used in this study included “Mathematical Learning Needs Scale” and “Student Self-esteem Questionnaire for the junior and primary school students”. The statistical methods used to analyze the data were confirmatory factor analysis, Hotelling T2, one-way repeated measures ANOVA and correlation analysis.
The results of this study were summarized as following: (a) after exploratory analysis, both the first-order and the second-order structure model fitted criteria, which means that the implication of the mathematical learning needs intension has “other-focus” and “self-focus”. “Other-focus” includes “performance need” and “identity need”, and “self-focus” include “defense need” and “mastery need.” (b) In the gender analysis on the mathematical learning needs intension. Girls needed for more identification and performance than boys. No matter satisfaction of superiority complex or expectancy from significant other, Girls paid much attention to school achievement. In general, girls put emphasis on identity need for satisfaction of expectancy from significant, and boys put emphasis on performance need and defense need for their reputation. (c) The higher need for performance students had, the more altruism and learning they had for praise from significant other. Students which had higher identity need were apt to satisfy significant other’s expectations for better self-esteem. Students which enhance self-assessment by learning have higher defense need. Self-esteem of students which had higher mastery need were not easily influenced by others’ evaluation for them.
Based on the findings in this research, suggestion for junior high school implications, education guidance and further studies were proposed.
目 次
第一章 緒論-------------------------------------------- 1
第一節 研究動機------------------------------------ 1
第二節 研究目的------------------------------------ 5
第三節 研究問題------------------------------------ 5
第四節 重要名詞釋義-------------------------------- 6
第二章 文獻探討---------------------------------------- 9
第一節 數學學習需求的內涵向度與相關研究------------ 9
第二節 數學學習需求的內涵向度及與自尊的相關研究---- 19
第三章 研究方法---------------------------------------- 25
第一節 研究設計與架構------------------------------ 25
第二節 研究假設------------------------------------ 26
第三節 研究對象------------------------------------ 26
第四節 研究工具------------------------------------ 27
第五節 實施程序------------------------------------ 32
第六節 資料處理與統計方法-------------------------- 33
第四章 研究結果---------------------------------------- 35
第一節 數學學習需求內涵之文化取向階層驗證分析------ 35
第二節 數學學習需求之性別差異分析------------------ 51
第三節 數學學習需求與自尊之相關-------------------- 54
第五章 討論、結論與建議-------------------------------- 64
第一節 討論---------------------------------------- 64
第二節 結論---------------------------------------- 70
第三節 建議---------------------------------------- 72

參考書目 ------------------------------------------------- 76
中文部分 -------------------------------------------- 76
英文部分 -------------------------------------------- 79
附錄一 數學學數學學習需求量表--------------------------- 87
附錄二 國中小學生自尊量表------------------------------- 90
附錄三 數學學習需求量表項目分析結果摘要表(N=480)------ 94
附錄四 數學學習需求量表組型因素負荷量摘要表(N=480)---- 95
表 目 次
表3-3-1 有效樣本次數分配表-------------------------------------- 27
表4-1-1 參與者在數學學習需求量表上得分之描述統計---------------- 35
表4-1-2 八個測量指標之交互相關矩陣------------------------------ 42
表4-1-3 一階驗證性因素分析估計參數摘要表------------------------ 44
表4-1-4 數學學習需求量表之一階模式整體適配度考驗結果------------ 45
表4-1-5 個別項目信度、潛在變項之成分信度及平均抽取變異摘要表---- 46
表4-1-6 二階驗證性因素分析估計參數摘要表------------------------ 48
表4-1-7 數學學習需求量表之二階模式整體適配度考驗結果------------ 49
表4-1-8 數學學習需求量表之簡約性指數---------------------------- 50
表4-2-1 男女生在四種數學學習需求變項上之平均數差異比較---------- 51
表4-2-2 國中男生四種數學學習需求變項差異之
單因子重複量數變異數分析摘要表-------------------------- 52
表4-2-3 國中男生四種數學學習需求變項之
平均數差量及事後多重比較結果摘要表---------------------- 52
表4-2-4 國中女生四種數學學習需求變項差異之
單因子重複量數變異數分析摘要表-------------------------- 52
表4-2-5 國中女生四種數學學習需求變項之
平均數差量及事後多重比較結果摘要表---------------------- 53
表4-3-1 受試者在國中小自尊量表上得分之描述統計------------------ 55
表4-3-2 數學學習需求與自尊相關模式整體適配度考驗結果------------ 56
表4-3-3 數學學習需求與正向自我評價各向度相關模式之
整體適配度考驗結果-------------------------------------- 58
表4-3-4 數學學習需求與負向自我評價各向度相關模式之
整體適配度考驗結果-------------------------------------- 61
圖 目 次
圖3-1-1 研究架構圖---------------------------------------------- 25
圖3-5-1 研究流程進度圖------------------------------------------ 33
圖4-1-1 數學學習需求驗證性因素分析模式圖------------------------ 38
圖4-1-2 數學學習需求之二階驗證性因素分析模式圖------------------ 39
圖4-1-3 數學學習需求量表之一階驗證性因素分析標準化參數估計值---- 43
圖4-1-4 數學學習需求量表之二階驗證性因素分析標準化參數估計值---- 47
圖4-3-1 數學學習需求與自尊相關模式之
驗證性因素分析標準化參數估計值-------------------------- 57
圖4-3-2 數學學習需求與正向自我評價各向度相關模式之
驗證性因素分析標準化參數估計值-------------------------- 60
圖4-3-3 數學學習需求與負向自我評價各向度相關模式之
驗證性因素分析標準化參數估計值-------------------------- 63
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