家長社經地位與數學學習動機對數學學業成就之研究--以國中基本學力測驗數學領域為例

Using Parental Socioeconomic Status and Learning Motivation to Predict the Mathematics Basic Competence Test for Junior High School Students

本研究旨在探討家長社經地位與數學學習動機對數學領域基本學力測驗之影響。\r本研究採問卷調查法，以臺中市公立國民中學436位三年級學生為研究對象。本研究結論如下：（一）數學學習動機的4個指標中，以目標導向的因素負荷量最高。（二）數學學業成就的2個指標中，以基本學力測驗的因素負荷量最高。（三）家長社經地位與數學學習動機對數學學業成就有直接效果，其中以數學學習動機對數學學業成就的效果較高。（四）家長社經地位透過數學學習動機之中介效果，間接影響數學學業成就。（五）家長社經地位與數學學習動機對數學學業成就具有預測力。根據研究發現之結論，提出以下之建議：（一）善用增強原理激發學生學習動機，提升其學業成就。（二）辦理各項數學競賽活動，提供學生數學學習成功經驗。（三）辦理中低社經地位家長親職教育活動，協助其提升子女的數學學業成就。（四）未來研究宜採用數學標準化成就測驗，代表數學學業成就。

The purpose of this study was to predict the mathematics basic competence test for junior high school students using parental socioeconomic status and learning motivation. Questionnaire respondents were 436 ninth grade students from Taichung City. The results of this study include: frst， there were four indicators underlying math learning motivation and the goal orientation has the highest factor loading. Second， there were two indicators underlying mathematics achievement and the basic competence test has the highest factor loading. Third， parental socioeconomic status and math learning motivation have direct effects on mathematics achievement and the effect of math learning motivation is high than parental socioeconomic status. Fourth， math learning motivation is mediating factor from parental socioeconomic status to mathematics achievement. Fifth， both parental socioeconomic status and math learning motivation can predict mathematics achievement. The suggestions are also concluded.