臺灣八年級生家庭學習資源、學習動機、自我教育期望與學習自信對數學學習成就影響之研究――以TIMSS2019為例

The Influence of Family Learning Resources, Learning Motivation, Self-Education Expectations and Self-Confidence on Taiwanese 8th Graders’Mathematics Learning Achievement: Basis TIMSS 2019

本研究探討臺灣八年級生的家庭學習資源、數學學習動機、自我教育期望與數學學習自信和數學學習成就的關聯性，以TIMSS 2019資料庫的4,915名學生為樣本。獲得結論如下：一、臺灣八年級生之自我教育期望達大學教育水平，數學學習動機與數學學習自信稍顯不足。二、學生的家庭學習資源藉由數學外在學習動機對數學學習成就的影響屬於部分中介效果，然而數學內在學習動機則不具中介效果。三、學生家庭學習資源藉由自我教育期望對數學學習成就的影響屬於部分中介效果。四、學生家庭學習資源透過數學學習自信對數學學習成就的影響屬於部分中介效果。五、家庭學習資源對數學學習動機、自我教育期望、數學學習自信、數學學習成就都有直接影響。六、學生自我教育期望的中介效果最明顯。本研究特色在於以平行中介模式分析發現，臺灣八年級生特質因素在家庭資源與數學學習成就之間都具有中介效果。針對上述結論，本研究深入討論，並提出教育實務及未來研究建議。

The purpose of this study tried to find out the relationship among family learning resources, learning motivation, self-education expecta¬tions, self-confidence and mathematics learning achievement of Taiwan¬ese 8th graders. The research data was TIMSS 2019 data base, a sample of 4,915 Taiwanese grade eight students. And dawn the following con¬clusions: 1. The self-education expectations of Taiwanese grade eight students were above university level, and their learning motivation, self-education expectations were close to average. 2. Students’extrinsic learn¬ing motivation in mathematics had intermediary effect between family learning resources and mathematics learning achievement, but students’intrinsic motivation didn’t. 3. Students’self-education expectations had mediated effect between family learning resources and mathematics learning achievement. 4. Students’self-efficacy had mediated effect be¬tween family learning resources and mathematics learning achievement. 5. Students’family learning resources had direct effects on learning mo¬tivation, self-education expectations, self-confidence and mathematics learning achievement respectively. 6. The mediated effect of students’self-education expectations was the most significant in these intervening variables. The contributions of this study lied in the analysis of the paral¬lel mediation model, which found that Taiwanese grade eighth students’trait factors had mediated effect between family resources and mathe¬matics learning achievement. Based on the above conclusions, this study discussed in depth, and made recommendations to provide reference for the government, schools, teachers, parents, students, and future research.