「國中學生數學學業投入量表」之發展與編製及其信、效度研究

The Development of the Inventory of Mathematics Academic Engagement for Junior High School Students

本研究之目的在編製一份適合國中學生使用的數學學業投入量表。編製過程首先參酌相關文獻並建立量表，再針對347位預試樣本進行項目分析與探索性因素分析，藉以了解量表的因素結構與刪減不適合題項；接續以1,290位國中學生為正式樣本進行驗證性因素分析，建構量表模型並確立整體適配度，以及考驗內在結構；最後以351位學生為效度樣本，以複核效化檢驗量表之穩定性。研究結果顯示：本量表共編製41題，數學學業投入量表之認知投入、情感投入與行為投入三個二階分構面有良好的適配度，各題目測量之因素符合理論構念，且量表的理論架構可得到實徵資料支持；量表同時具有良好的內部一致性信度；以正式樣本之數學自我概念、數學自我效能及數學學業成就做為效標，顯示數學學業投入量表有良好的效標關聯效度；複核效化檢驗顯示量表模式具有穩定性。總結本研究發展之「國中學生數學學業投入量表」有良好之信、效度以及穩定性，是一個符合實證的測量工具，可提供教育工作者做為評量國中學生數學投入程度之運用，後續研究者亦可應用本研究所架構之量表進行相關研究。

The purpose of this study was to develop the Inventory of Mathematics Academic Engagement (IMAE) for junior high school students in Taiwan. To validate the inventory, the preliminary scale was developed based on literature reviews, item analysis, and exploratory factor analysis of 347 participants, and the formal scale was established by confirmatory factor analysis of 1,290 participants, and cross-validation of 351 participants. The results revealed that (1) The IMAE consisted of 41-items with three secondorder factors, which were cognitive engagement, affective engagement, and behavior engagement. (2) The IMAE had reasonable coefficient of internal consistency reliability and stability. (3) The criterion-related validity seemed to be good when taking the math self-concept, math self-efficacy, and mathematics achievement as criteria. (4) Confirmatory factor analysis indicated that the IMAE had acceptable construct validity and the proposed model has stability after examining the cross-validation. In sum, the IMAE is a practical tool with good reliability, validity, and stability. It can be offered to the educators for evaluating junior high school students' learning engagement in mathematics and proceeding further researches.