國中生數學科課業任務價值量表之建構

A Validation Study of the Mathematics Achievement Task Value Scale for Junior High School Students

本研究旨在以「國中生數學科課業任務價值量表」之研發為研究重點，共有1，960 位 國中一年級學生接受問卷調查，根據所蒐集之資料發展測量國中生數學科課業任務價值之 工具（34 題），並檢核其信、效度；其次，縮簡原量表成短題本量表（12 題），利用結構 方程模式分析技術，比較兩個版本之可適配資料結構。本研究發現：一、根據驗證性因素 分析結果，國中數學科課業任務價值可包含「重要性」、「效用性」與「興趣性」等三個正 向課業任務價值分量表，以及「代價性」之負向課業任務價值分量表，且短題本即可提供 相當的解釋效果；二、交叉驗證分析相關適配度指標支持測量穩定性之假設，本量表具有 測量恆等性，即可用於測量不同母群體。文末就量表編製之結果及未來研究方向提出建 議，期供研究人員、國中數學教師與輔導人員在數學學習輔導時參酌。

This study developed a mathematics achievement task value scale for junior high school students， and there were 1960 first-year junior high school students from northern， middle， southern， and western of Taiwan. Based on the collected data， developed an instrument (comprising 34 items) to measure the mathematics achievement task values of junior high school students and subsequently tested its reliability and validity. The original scale was abbreviated into a short-form scale (comprising 12 items)， and the two scales were compared using structural equation modeling to confirm that their measurement invariance， reliability， and validity were equal and that they fit the data structures. The results of this study indicate the following: (1) the results of confirmatory factor analysis indicate that the mathematics achievement task values of junior high school students can include importance， utility， cost， and interest. In addition， the short-form scale provides strong explanatory effects. (2) The goodness-of-fit indicator of cross-validation analysis supports the hypothesis of measurement stability. Finally， possible applications for this scale， including for the early identification and prevention of problematic task values among junior high school students， and implications for further psychometric research are highlighted.