個人特質、家庭環境、教師教學與學校背景對八年級學生數學成就之影響

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Title:	個人特質、家庭環境、教師教學與學校背景對八年級學生數學成就之影響
Authors:	李君柔 ; 王美娟
Contributors:	國立臺灣師範大學數學系;臺北市立教育大學數學
Keywords:	個人特質;家庭環境;教師教學;學校背景;數學成就;結構方程模式
Date:	2013-05
Issue Date:	2013-11-06 10:56:07 (UTC+8)
Publisher:	臺北市立教育大學
Abstract:	本研究以臺灣八年級學生參加TIMSS 2007年為樣本，旨在探討八年級學生的個人特質、家庭環境、教師教學、學校背景等因素與其數學成就之間的關係，並應用結構方程模式的分析資料方法探究「臺灣八年級學生數學成就因素模式」。本研究可分析的樣本為2,642名學生。主要的研究結果如下：學生的個人特質愈好，其數學成就愈高；學生的家庭環境愈好，其數學成就愈高；教師的教學效能會影響學生的個人特質，進而影響其數學成就；學生所處的學校背景會影響學生的個人特質，進而影響其數學成就。本研究也發現，在這幾項因素中，個人特質對數學成就的影響力最大，家庭環境次之，教師教學與學校背景的影響力最小。 This study used a quantitative research method to investigate the relationship of mathematics achievement of eighth grade students in Taiwan with various factors, namely: personal qualities, home environment, teaching method, and school background. Consequently, we established a math-achievement factor model for the eighth grade student group. This quantitative study utilized a structural equation model and included 2,642 eighth grade students in TIMSS 2007. The primary research findings are as follows: 1. better personal qualities leads to higher mathematics achievement; 2. better home environments leads to higher mathematics achievement; 3. the teaching efficacy of teachers affects the personal qualities of students, thereby affecting their mathematics achievement; 4. students’ school backgrounds influence their personal qualities, affecting mathematics achievement. Additional findings show that 1. the strongest influence of these factors is personal qualities, followed by home environment factors; and 2. the teaching method and school background factors have the least effects on eighth grade students.
Relation:	臺北市立教育大學學報：教育類，44 卷 1期，p.51-84
Appears in Collections:	[Office of Academic Affairs] Journal of Taipei Municipal University of Education (v.36n.2-)

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