新移民子女與本地子女數學知識信念、數學自我調整學習與數學成就之比較研究

A Comparative Study on Epistemological Beliefs, Self-regulated Learning, and Mathematic Learning Achievements for Immigrant Children and Local Children

本研究旨在瞭解臺灣北部地區新移民與本地子女的數學知識信念、數學自我調整學習及數學成就之異同。研究對象共計830位七年級學生，其中有109位為新移民子女，並從本地子女抽出109位進行比較。在資料分析上，採用描述統計、獨立樣本考驗檢定、Pearson積差相關與多元迴歸分析等統計方法分析。研究結果如下：1.新移民子女與本地子女在知識信念、自我調整學習及數學成就得分並無顯著差異。2.新移民子女與本地子女的知識信念與自我調整學習對於數學成就的表現具顯著正相關。3.新移民子女的知識信念與自我調整學習對於數學成就的表現有顯著預測力。4.本地子女的自我調整學習對於數學成就的表現有顯著預測力。最後，根據研究結果提出建議，以供實務工作及未來研究參考。

This study aims to explore the relat ions hip and impact of epistemological beliefs, self-regulated learning and mathematic achievements of new immigrant children and local children. The subjects were 830 grade 7 pupils蒺students in junior high schools, among whom 109 new immigrant children and 109 counterparts out of the local children are compared. The data were collected by a self-constructed questionnaire and analyzed by means of descriptive statistics, independent t-test, Pearson correlation and multiple regressions. The results are as following: (1) There was no significant difference in the epistemological beliefs, self-regulated learning and mathematic achievements of new immigrant children and local children. (2) The correlations between epistemological beliefs, self-regulated learning and mathematic achievements of new immigrant children and local children have significant positive correlation. (3) For new immigrant children, their epistemological beliefs and self-regulated learning have significant predictive power of their mathematic achievements. (4) For local children, their self-regulated learning has significant predictive power of their mathematic achievements. Finally, suggestions for clinical application and future research were proposed.