英文摘要 |
In order to understand whether the family socioeconomic status of the ninth graders in Penghu County and the mathematics test scores were affected by the motivation of mathematics learning. This study collected 546 grade 9 students’test scores and data through a questionnaire sur-vey, and used regression analysis to obtain the following conclusions: The family socioeconomic status and mathematics learning motivation of the ninth grade students had a positive effect on their mathematics learning achievement. If it the students’tuition times for math, Chinese language and natural science learning achievement were controlled, the student’s family socioeconomic status did not indirectly affect the mathematics learning achievement through the mathematics learning motivation, that is, the mathematics learning motivation had no mediating effect. However, there were not control variables, the student’s family socioeconomic status did indirectly affect the mathematics learning achievement through the mathematics learning motivation, that is, the mathematics learning mo-tivation had mediating effect. The contributions of this research were to analyze the results of the national high school examination and found that family socioeconomic status and mathematics learning motivation were important factors affecting mathematics learning achievement. Schools and teachers should pay attention to the mathematics learning of students from different family backgrounds. This was beneficial to parents, teachers and schools to improve mathematics learning achievements. |