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

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dc.contributor.author陳敏瑜zh_tw
dc.contributor.author游錦雲zh_tw
dc.contributor.authorMin-Yu Chenen_US
dc.contributor.authorChing-Yun Yuen_US
dc.date.accessioned2019-08-12T07:03:40Z
dc.date.available2019-08-12T07:03:40Z
dc.date.issued2017-03-??
dc.description.abstract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。zh_tw
dc.description.abstractOn 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.en_US
dc.identifierAED37517-8EC8-8BB7-DEF3-1BAF9B5521E4
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/84111
dc.language中文
dc.publisher國立臺灣師範大學zh_tw
dc.publisherNational Taiwan Normal Universityen_US
dc.relation62(1)，59-102
dc.relation.ispartof教育科學研究期刊zh_tw
dc.subject.other多層次結構方程式模型zh_tw
dc.subject.other次級資料分析zh_tw
dc.subject.other國際數學與科學成就趨勢調查2011zh_tw
dc.subject.other期望價值理論zh_tw
dc.subject.other數理成就zh_tw
dc.subject.otherexpectancy-value theoryen_US
dc.subject.othermath and science achievementen_US
dc.subject.othermultilevel structural equation model (MSEM)en_US
dc.subject.othersecondary data analysisen_US
dc.subject.othertrends in mathematics and science study (TIMSS) 2011en_US
dc.title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zh-tw
dc.title.alternativeEffects 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 2011zh_tw

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