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研究生: 郭育誠
Kuo, Yu-Chen
論文名稱: 中學生在線上學習的數學焦慮、自我調整學習策略與數學自我概念間的關係
The Structural Relationships among Mathematic Anxiety, Self-regulated learning strategies, and Mathematic self-concept for Middle School Students During Distance Online Learning.
指導教授: 楊凱琳
Yang, Kai-Lin
口試委員: 王婷瑩
Wang, Ting-Ying
鄭英豪
Cheng, Ying-Hao
楊凱琳
Yang, Kai-Lin
口試日期: 2022/07/16
學位類別: 碩士
Master
系所名稱: 數學系
Department of Mathematics
論文出版年: 2022
畢業學年度: 110
語文別: 中文
論文頁數: 96
中文關鍵詞: 線上學習數學焦慮自我調整學習數學自我概念
英文關鍵詞: online learning, mathematics anxiety, self-regulated learning, mathematics self-concept
研究方法: 調查研究
DOI URL: http://doi.org/10.6345/NTNU202201013
論文種類: 學術論文
相關次數: 點閱:159下載:33
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  • 第壹章 緒論 1 第一節 研究背景 1 一、線上學習的背景 1 二、線上學習時的焦慮 2 三、數學焦慮 3 四、自我調整學習 3 五、數學自我概念 4 六、性別、學習階段差異 5 第二節 研究動機 6 第三節 研究目的與問題 7 第四節 名詞界定 8 一、數學焦慮 8 二、自我調整學習 8 三、數學自我概念 8 第貳章 文獻探討 9 第一節 數學焦慮的內涵與其測量 9 一、數學焦慮的內涵與實徵研究 9 二、數學焦慮的測量工具 11 第二節 自我調整學習的內涵與其測量 13 一、自我調整學習的發展與實徵研究 13 二、自我調整學習的測量工具 15 第三節 數學自我概念的內涵與測量 18 一、數學自我概念的內涵與實徵研究 18 二、數學自我概念的測量工具 19 第四節 數學焦慮、自我調整學習與數學自我概念的關係 21 一、數學焦慮與自我調整學習關係的實徵研究 21 二、自我調整學習與數學自我概念關係的實徵研究 21 三、數學焦慮與數學自我概念關係的實徵研究 22 四、小結 22 第參章 研究方法 24 第一節 研究架構與研究流程 24 一、研究架構 24 二、研究流程 25 第二節 研究對象 27 一、預試問卷樣本 27 二、正式問卷樣本 27 第三節 研究工具 29 一、問卷內容 29 第四節 資料處理與分析 40 一、探索性因素分析 40 二、驗證性因素分析 41 三、結構方程式模型 41 四、二因子變異數分析 43 五、潛在剖面分析 43 六、單因子變異數分析 44 第肆章 研究結果與討論 45 第一節 線上學習下中學生在數學焦慮、自我調整學習策略與數學自我概念各構念內的結構 45 一、探索性因素分析 45 二、驗證性因素分析 50 第二節 線上學習下中學生在數學焦慮、自我調整學習策略與數學自我概念構念間的結構關係 57 一、結構方程式模型適配度 57 二、結構方程式模型分析結果 61 第三節 線上學習下不同性別、不同學習階段之中學生的數學焦慮、自我調整學習策略與數學自我概念表現程度及差異情形 66 一、不同性別、學習階段之中學生的數學焦慮程度及差異情形 67 二、不同性別、學習階段之中學生的自我調整學習策略表現及差異情形 70 三、不同性別、學習階段之中學生的數學自我概念程度及差異情形 75 第四節 線上學習下中學生在數學焦慮、自我調整學習策略與數學自我概念的潛在剖面分析結果 77 第伍章 結論與建議 81 第一節 結論 81 一 、線上學習下中學生在數學焦慮、自我調整學習策略與數學自我概念構念間的結構關係 81 二 、線上學習下不同性別、不同學習階段之中學生的數學焦慮、自我調整學習策略與數學自我概念表現程度及差異情形 83 三 、線上學習下中學生在數學焦慮、自我調整學習策略與數學自我概念的潛在剖面分析結果 85 四 、總結 87 第二節 建議 89 參考文獻 91

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