參與學習扶助生的自我教育期望與數學學習動機變化對數學學習成就的影響

The Impact of Changes in Self-Education Expectations and Mathematics Learning Motivation of Students Participating in Remedial Instruction on Mathematics Learning Achievement

政府長期以來推動學習扶助方案，然而對於參與學習扶助學生的學習表現知之甚少。本研究以基隆市國中生學習狀況資料庫的329名學生資料，探討參與學習扶助學生的數學學習動機軌跡，以及自我教育期望與數學學習動機變化對數學學習成就的影響。本研究以積差相關係數、單因子重複量數的變異數分析與潛在成長模式分析顯示：一、參與學習扶助學生屬於低度數學學習動機，並隨著學期往後呈現不規則變化，但各學期之間沒有明顯不同；二、參與學習扶助學生的自我教育期望對於數學學習動機起始點有正向顯著影響，然而對五學期的數學學習動機成長沒有顯著影響；三、參與學習扶助學生的自我教育期望愈高，數學學習成就愈好；四、參與學習扶助生的數學學習動機起始點愈高，數學學習成就愈好，以及五學期數學學習動機成長對於數學學習成就有提升作用。學校應長期追蹤參與學習扶助學生的數學學習表現，提供學習扶助方案協助；教師鼓勵學生建立自我教育期望，引發他們的數學學習動機，以提升數學學習成就。

The government has long promoted remedial instruction programs, but little is known about the learning performance of students participating in remedial instruction. The purpose of this study is to use the data of 329 students from the learning status database of junior high school students in Keelung City to explore the trajectory of mathematics learning motivation of students participating in remedial instruction, as well as the impact of changes in self-education expectations and mathematics learning motivation on mathematics learning achievement. The product-difference correlation coefficients, repeated measures analysis of variance, and latent growth model analysis were performance. The results showed that: First, students participating in learning and supporting students were low mathematics learning motivation, and showed irregular changes as the semester went on, but there was no significant difference between the semesters; Second, the self-education expectations of students participating in remedial instruction had a positive and significant impact on the starting point of mathematics learning motivation, but there was no significant impact on the growth of mathematics learning motivation in the five semesters; Third, participating in remedial instruction the higher the students' self-education expectations, the better their mathematics learning achievement; Fourth, the higher the starting point of mathematics learning motivation of students participating in remedial instruction, the better their mathematics learning achievement, and the growth of mathematics learning motivation in five semesters had an improved effect on mathematics learning achievement. Schools should track the mathematics learning performance of students participating in learning support over a long period of time and provide learning support program assistance; teachers encourage students to establish self-education expectations and stimulate their mathematics learning motivation to improve mathematics learning achievements.