國小五年級學生數學自我效能感之調查研究

A Survey Study of Fifth Graders' Mathematics Self-Efficacy

10.6173/CJSE.2011.1906.02

張宇樑(Yu-Liang Chang)

性別 ； 家長教育風格 ； 家庭社經地位 ； 數學學業成就 ； 學生數學自我效能感 ； Gender ； Parenting Style ； Family Socio-economic Status ； Mathematical Academic Achievement ； Student's Mathematics Self-Efficacy

科學教育學刊

19卷6期（2011 / 12 / 01）

507 - 530

繁體中文

本研究旨在瞭解中部某縣國小五年級學生數學自我效能感之現況，並分析擁有不同性別、家庭社經地位、和家長教育風格之學生數學自我效能感的差異情形。此外，進一步分析擁有不同程度數學自我效能感之學生其數學學業成就的差異，及檢驗學生數學自我效能感對數學學業成就之預測力。本研究採調查研究法，以中部某縣國小五年級學生為母群體進行調查研究，以分層隨機抽樣選取760位學生填答基本資料表與學生數學自我效能感量表，同時蒐集其背景資料及在校數學學業成績。經統計分析後發現：（1）所有參與之學生其數學自我效能感平均值為71.00，即他們對自己是否相信和預期自己之數學學習能力之平均值為71.0%的信心等級；且有25.9%之學生擁有低於60.0%之信心。（2）不同性別和家庭社經地位之學生其數學自我效能感間皆無顯著差異。而在不同家長教育風格的管教下，學生數學自我效能感則有顯著差異存在。（3）擁有不同程度數學自我效能感之學生其數學學業成就（T分數）皆有顯著差異存在。（4）五年級學生之數學自我效能感能夠有效預測其數學學業成就；且學生之數學學習自我效能感分面向亦能夠有效預測其數學學業成就。最後，根據研究結果與討論，提出對提升國小五年級學生數學自我效能感的具體建議。

The purposes of this study include: (1) Investigating the current status of fifth graders’ Mathematics Self-Efficacy (MSE) in elementary schools in the central part of Taiwan. (2) Examining the difference of these students’ MSE by factors of gender, family Socio-Economic Status (SES), and parenting style. (3) Examining the difference in academic mathematical achievement among these students who had different levels (i.e., high, middle, and low) of MSE. (4) Analyzing if a student’s MSE could effectively predict his/ her mathematical achievement. Accordingly, a survey method was employed. The research samples (769 students) were selected by a stratified random sampling method from all fifth graders in targeted elementary schools. A student background questionnaire and a mathematics self-efficacy instrument were used for gathering the data, as well as collecting their school mathematical achievement scores. Corresponding statistical analyses were then applied. Findings were generalized as followings: (1) Considering the mean scores of MSE, participants had approximately 71.0% degree of confidence in their own mathematical learning abilities, while 25.9% of them had less than 60.0% confidence. (2) For factors of gender and SES, no significant difference on their MSE was found. For parenting style, fifth-graders under an authoritativereciprocal discipline pattern had significantly superior ratings on MSE than those who with either an indulgent-permissive pattern or an indifferent-uninvolved pattern. (3) For mathematical achievement T score, fifth-graders with high MSE scored significantly better than those who with middle and low MSE. (4) Fifth-graders’ MSE ratings (whole scale) could predict their mathematical achievement scores in the school. Further, their ”Self-Efficacy for Mathematical Learning” (SEML) ratings (sub-scale) could also predict their mathematical academic achievement: the better their SEML ratings the better their mathematical achievement. Based on these findings and discussion, concrete recommendations are proposed for efficacious improvements of fifth-graders’ mathematics self-efficacy.

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