國民小學學生數學歸因信念、數學態度、數學焦慮與數學成就之相關研究

A Correlation Study on the Math Attribution, Math Attitude, Math Anxiety and Math Achievement of Elementary School Students

10.7060/KNUJST.200612.0001

吳明隆(Ming-Lung Wu)；葛建志(Jian-Jhin Ge)

數學歸因信念 ； 數學態度 ； 數學焦慮 ； Math attribution ； Math attitude ； Math anxiety

高雄師大學報：自然科學與科技類

21期（2006 / 12 / 01）

1 - 18

繁體中文

本研究採問卷調查法，以台南縣市、高雄市、高雄縣及屏東縣五年級學生為主要研究對象，施以國小學生學習數學經驗調查問卷，共取得有效樣本九百二十份，以平均數、獨立樣本t考驗、皮爾森積差相關、單因子變異數分析、典型相關及徑路分析等統計方法分析探討，所得結論如下：1.「考試焦慮」在導致國小五年級學生形成數學焦慮層面中得分最高。2.國民小學五年級學生數學學習態度不佳的原因，主要是以學習數學時的「學習信心」不高所導致的。3.男生傾向把數學成功歸於能力與環境，女生則傾向把數學成功歸於努力；女生較男生把學習數學失敗歸於能力不足與努力不夠。4.女生的數學焦慮顯著高於男生。男生在數學學習信心的態度上顯著高於女生，表示男生在學習數學時的能力與表現比女生較具有信心。5.具有數學成功歸因信念的學生，其數學焦慮較低，數學態度較積極且正向，數學成就也較高；具有失敗歸因信念的學生，其數學焦慮較高，數學態度較消極且負向，數學成就也較低。6.重要他人對學生學習數學時其態度越是積極的、且多鼓勵與支持的，學生的數學焦慮會越低，數學態度越積極正向、肯定，而其數學成就也越高。7.性別、數學歸因信念與重要他人之數學態度與學生數學焦慮間有典型相關存在且可直接解釋國小五年級學生數學焦慮總變異量的59.5%。8.性別、數學歸因信念與重要他人之數學態度與學生數學態度間有典型相關存在且可直接解釋國小五年級學生數學態度總變異量的96.5%。

The main purposes of this study were to investigate the relationship on the fifth grade students' math attribution, math attitude and math achievement. This study adopted questionnaire investigations. The research samples were 920 students who come from Tainan City and County, Kaohsiung City and County and Ping-Tung County. The data was analyzed by using descriptive statistics, Mean, Independent t-Test, Pearson Product-moment Correlation, One-Way ANOVA, Canonical Correlation and Path Analysis, etc. The conclusions of the research were as follows: 1. ”Test anxious” causes the country's five graders to form in the math anxious stratification plane to score high points. 2. The negative math attitude of the fifth graders resulted from lower learning confidence in learning math. 3. Boy students tended to attribute success to their ability and environment. Girl students tended to attribute to their efforts. The girl students tended to attribute failure to their less ability and efforts than boys'. 4. The math anxiety of girl students is significantly higher than boy student's. The boy students' math leaning confidence is significantly higher than girls'. It showed that the ability of boy students in learning math were more confident than girls'. 5. The students who owned success attribution and had lower math anxiety, positive math attitude, would have higher math achievement. However, while the students who owned failure attribution and had higher math anxiety, passive math attitude, would have lower math achievement. 6. The important others who affected students' learning attitude were positive, encouraged and approvable. While the students had the lower math anxiety, the more positive affirmation of math attitude, the higher math achievement they would have. 7. Gender, math attribution, and the attitude of important others had typical correlation with students' math anxiety and could explain the 59.5% variety in the fifth-grade students' math anxiety. 8. Gender, math attribution, the attitude of important others had typical correlation with students' math attitude and could explain the 96.5% variety in the fifth-grade students' math attitude.

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