自我肯定介入對國小四年級學童數學心向、數學自我效能與數學學業成就之影響

Abstract

本研究旨在探討自我肯定介入對國小四年級學童數學心向、數學自我效能與數學學業成就的影響。研究採準實驗不等組前後測設計，以臺北市某國小四年級101位學童為對象，實驗組（n = 43）於各數學單元前進行價值觀肯定書寫，對照組（n = 58）則撰寫一般生活經驗。本研究蒐集學童介入前後之數學心向、數學自我效能及多次數學考試T分數。分析結果顯示，在控制前測分數後，實驗組與對照組在整體數學心向與數學自我效能的後測調整後平均數上，均未達統計顯著差異。此外，針對數學學業成就的分析亦顯示，兩組在期中考與期末考T分數的改變量，以及在四次單元小考T分數的變化趨勢上，均無顯著不同。除此之外，本研究發現一項關鍵的調節效果：對於數學學業成就較低的學童，自我肯定介入顯著增強了其數學心向分量表中的「數學天賦認知」，即強化了他們相信數學能力可塑的信念。此量化發現亦與質性訪談結果相呼應，多數受訪實驗組學童主觀認為，介入活動有助於增進自我了解、肯定個人價值，並對學習態度產生正向潛在影響。整體而言，本研究結果揭示自我肯定介入的效果較能顯現在特定學生群體（如學業成就較低者）上。本研究最終依據研究發現，針對未來研究及國小數學教學實務提出具體建議。This study investigated the effects of a self-affirmation intervention on the mathematical mindset, self-efficacy, and academic achievement of 101 fourth-grade students using a quasi-experimental pretest-posttest design. An experimental group (n = 43) performed a values affirmation writing task, while a comparison group (n = 58) wrote about general life experiences. Analyses revealed no significant group differences in the adjusted posttest means for overall mindset and self-efficacy, nor in academic achievement change scores or developmental trends. However, a significant moderation effect emerged: For students with lower academic achievement, the self-affirmation intervention significantly enhanced their belief that mathematical ability is malleable ("mathematics talent cognition"). This finding was supported by qualitative interviews, where students reported the intervention fostered self-understanding and affirmed personal values. These results suggest the intervention's effects are more pronounced in specific student populations, such as low-achievers. Recommendations for future research and teaching practices are provided.