師生關係、學習動機與數學學業成就模式之驗證－－以PISA2003資料庫為例

Teacher-Student Relationship, Learning Motivation and Learning Achievement in Mathematics —A Verification Using PISA 2003

建構良好的師生關係是學校教育環境中重要的一環，相關研究指出師生關係影響學生的學習甚鉅。本研究之目的是綜合有關文獻，提出師生關係、學習動機與數學學業成就模式，此模式包括師生關係、學習動機及數學學業三個潛在變項、十四個觀察指標，並採用結構方程模式的方法，以實徵觀察資料考驗理論模式的適配度。實徵觀察資料來自PISA2003年施測的香港地區的學生共4,410人。研究結果顯示：除易受樣本數影響的卡方考驗外，本研究的模式與觀察資料相適配，模式中各潛在變項間的效果也能支持師生關係、學習動機與學業成就的理論。本文章最後依據研究結果進行討論，並提出未來研究的建議。

Positive teacher-student relationship is an important component in schooling because it is assumed to be affecting students' learning achievement significantly. The purposes of this study were: 1) to integrate literature on teacher-student relationship, learning motivation, and learning achievement, 2) to propose a model which included these three constructs, and 3) to test proposed model using empirical data drawn from PISA 2003. This study verified the goodness of fit between empirical data and theoretical model by using structural equation modeling. Survey respondents were 4,410 secondary school students from Hong Kong. The statistical results showed that the proposed model fitted with the observed data quite well, although the Chi-square test was not so fit as expected, which is usually influenced by sample size. Furthermore, effect analysis of latent variables supported current theories about teacher-student relationship, learning motivation and learning achievement. Discussions of these results and suggestions for further research are offered at the end of this paper.