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篇名 |
跨學科間自我概念與學業成就路徑模式之檢驗--整合模式在數學和科學領域的適用性
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並列篇名 |
Academic Self-Concept and Achievement within and between Math and Science: An Examination on Marsh and K?ller's Unification Model |
作者 |
簡晉龍、任宗浩、張淑婷 |
中文摘要 |
本研究以TIMSS 1999釋出之數據進行次級資料分析(secondary data analysis),針對台灣5,690位八年級學生的調查結果,以結構方程模式檢驗Marsh和Köller(2003, 2004)整合模式應用於解釋數學和科學成就與其自我概念關係之適用性。在橫斷性資料之條件下,本文將整合模式簡化為內外在參照架構模式(internal/external frame of reference model;簡稱I/E模式)與動機資源競爭模式(motivation-resource competition model;簡稱MR模式)。I/E模式認為學業成就對於同領域的學業自我概念有正向預測力,對不同領域的學業自我概念有抑制效果;MR模式則認為學業自我概念對於同領域的學業成就有正向預測力,而對不同領域的學業成就有抑制作用。為因應數學與科學學科特質,本研究提出MR的修訂模式,分析結果顯示模式路徑係數皆符合預期。 |
英文摘要 |
This study is based on a secondary analysis of data collection from 5,690 Taiwanese 8th graders in TIMSS 1999. Marsh and Köller’s (2003, 2004) Unification model was examined by using a structural equation modeling technique. Due to limitation of cross-sectional data, the Unification model was further divided into an internal/external frame of reference model (I/E model) and a motivation-resource competition model (MR model). In support of the I/E model, math achievement had a positive effect on math self-concept but a negative effect on science self-concept. On the other hand, science achievement had a positive effect on science self-concept but a negative effect on math self-concept. Consistent with the revised MR model, self-concept in one domain (math or science) had a positive effect on achievement in the same subject, but a negative effect of achievement in another domain (science or math). The results indicated that I/E model and modified MR model could be generalized to math and science subject areas. |
起訖頁 |
107-126 |
關鍵詞 |
互惠效果模式、似真值、次級資料分析、結構方程模式、TIMSS、Plausible value、Reciprocal effects model、Secondary data analysis、Structural equation modeling |
刊名 |
教育心理學報 |
期數 |
200809 (40:1期) |
出版單位 |
國立臺灣師範大學教育心理與輔導學系
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該期刊-上一篇 |
教師教學思考的負荷、社會支持及其教學表現:以臺中縣市幼稚園為例 |
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