臺灣地區學生數學焦慮與數學學習成就關聯之後設分析

Meta-Analysis of the Correlation Between Mathematics Anxiety and Mathematics Learning Achievement Among Students in Taiwan.

臺灣過往關於數學焦慮與數學學習成就的相關研究大多以問卷蒐集資料進行分析，並以橫斷性研究探討居多，同時這些實證研究沒有系統性回顧與探討整理。本研究以臺灣地區國中、小學生與高中職學生為樣本的26篇論文，共有86個效果量，進行後設分析探討學生數學焦慮與數學學習成就之間關聯效果量，結論顯示：首先，整體效果量無論在固定模式或隨機模式均支持了學生的數學焦慮與數學學習成就之間的關聯效果量具有意義，兩者為負向顯著關係，學生的數學焦慮對於數學學習成就的解釋變異量有14.52%。其次，數學焦慮與數學學習成就之關聯，受到理論推導之調節變項所影響，包括在就讀階段方面，國中樣本的效果量大於國小與高中職樣本；研究年代方面，2000‒2010年與2011‒2024年並無明顯的差異；在數學焦慮內涵方面，以厭惡、擔憂害怕、課堂焦慮和數學學習成就關聯性屬於高度明顯效果，而考試焦慮、壓力知覺、整體焦慮與數學學習成就的關聯性皆屬中等程度效果。在研究設計推導上，在論文出版與否方面，已出版論文的效果量略高於未出版論文，其效果量均有達到中等效果；在研究樣本數量方面，樣本數300筆以下、301‒600筆與601筆以上的效果量均在中等程度的效果。

Most research in Taiwan regarding students’mathematics anxi¬ety and mathematics learning achievement consists of cross-sectional research conducted from survey data. However, these empirical studies have not undergone systematic review and analysis. Accordingly, the fol¬lowing study performed a meta-analysis of 26 research papers that used samples of junior high, elementary, high school, and vocational high school students from Taiwan. A total of 86 effect sizes were found with¬in the research papers. This study explored the correlation effect sizes between students’mathematics anxiety and their mathematics learn¬ing achievement. Effect sizes between students’mathematics anxiety and their mathematics learning achievement show a negative significant relationship. Students’mathematics anxiety accounts for 14.52% of the explained variance in mathematics learning achievement. Furthermore, the relationship between mathematics anxiety and mathematics learn¬ing achievement is influenced by multiple mediating variables, including students’school levels. In terms of school level, the effect size of junior high school samples is greater than that of elementary and high school samples. In terms of study period, there is no significant difference be¬tween the periods of 2000‒2010 and 2011‒2024. In terms of the facets of mathematics anxiety, the correlation with mathematics learning achieve¬ment exhibits highly significant effects for disgust, worry and fear, class¬room anxiety, while test anxiety, perceived pressure, overall anxiety, and their correlation with mathematics learning achievement demonstrate moderate effects. Regarding the publication status of the research papers used, effect sizes for published papers are slightly higher than those for unpublished ones, with both reaching moderate effects. In terms of the sample size of the studies, effect sizes for sample sizes below 300, be¬tween 301‒600, and above 601 all show moderate effects.