韌性教育體系下學生數學信念、態度與行為和數學表現之關聯探討

The Investigation of Relationships among Math Beliefs, Attitudes, Behaviors, and Performance for Students of Resilient Education Systems in PISA 2022

COVID-19的流行對全球教育體系造成了巨大衝擊，卻也讓具備韌性的教育體系脫穎而出，本文闡述PISA 2022的數學主測領域，在具備韌性的教育體系背景下，學生的數學信念、態度與行為呈現何種樣態，並進一步探究其樣態與數學素養表現的關聯性。研究運用潛在剖面分析找出學生的潛在剖面，並利用階層線性模式分析潛在剖面對數學表現的解釋力。結果發現，學生的數學信念、態度與行為普遍偏低，具備正向剖面的學生比例不到五分之一，顯示學生的數學信念、態度與行為仍有很大的成長空間，而數學信念、態度與行為剖面對數學表現也有不錯的解釋力，其差距達1個標準差以上。未來可檢視問卷當中與之相關的其他背景變項（如不同年級、學制、學校歸屬感等），進一步將剖面細緻化，讓決策者對於學生的數學信念、態度與行為能有更深入的瞭解。

The COVID-19 pandemic has had a huge impact on the global education system, but it has also made resilient education systems stand out. This article explores the relationship between the math performance and math beliefs, attitudes and behaviors among resilient education systems in PISA 2022. This study uses latent profile analysis to identify students' latent profiles, and uses hierarchical linear models to analyze the explanatory power of latent profiles on mathematical performance. The results found that students' mathematical beliefs, attitudes and behaviors are generally low, and the proportion of students with positive profiles is less than one-fifth, showing that students' mathematical beliefs, attitudes and behaviors still have a lot of room for growth. Mathematical beliefs, attitudes and behaviors profiles also have good explanatory power on mathematics performance, with a gap of more than 1 standard deviation. In the future, other related background variables in the questionnaire (such as different grades, educational systems, school belonging, etc.) can be examined to further refine the profiles, allowing decision-makers to have a deeper understanding of students' mathematics beliefs, attitudes and behaviors.