澎湖縣九年級生家庭社經地位與數學學習成就的關聯探究－以數學學習動機為中介變項

The Relationship Between the Family Socioeconomic Status and Mathematics Learning Achievement of Grade 9 Students in Penghu County: Mathematics Learning Motivation as the Mediating Variable

10.6423/HHHC.202207_(140).0011

張芳全(Fang-Chung Chang)

國中會考 ； 數學學習成就 ； 數學學習動機 ； 家庭社經地位 ； family socioeconomic status ； math learning achievement ； math learning motivation ； national high school examination

學校行政

140期（2022 / 07 / 16）

323 - 350

繁體中文

為了瞭解澎湖縣九年級生的家庭社經地位和數學學習成就之間是否受到數學學習動機的影響。本研究透過問卷調查法蒐集546名九年級生會考成績及資料，以迴歸分析探究，獲得結論如下：九年級生的家庭社經地位與數學學習動機對數學學習成就有正向影響；在控制學生的補習數學時間、國語文與自然科學習成就之下，家庭社經地位透過數學學習動機沒有間接影響數學學習成就，也就是數學學習動機沒有中介效果。在沒有控制變項下，家庭社經地位透過數學學習動機顯著間接影響數學學習成就，也就是數學學習動機具有部分中介效果。本研究貢獻在於以國中會考成績分析發現，家庭社經地位與數學學習動機對數學學習成就的重要影響因素，學校及教師應注意不同家庭背景學生的數學學習，這有益於家長、教師及學校改善數學學習成就參考。

In order to understand whether the family socioeconomic status of the ninth graders in Penghu County and the mathematics test scores were affected by the motivation of mathematics learning. This study collected 546 grade 9 students' test scores and data through a questionnaire survey, and used regression analysis to obtain the following conclusions: The family socioeconomic status and mathematics learning motivation of the ninth grade students had a positive effect on their mathematics learning achievement. If it the students' tuition times for math, Chinese language and natural science learning achievement were controlled, the student's family socioeconomic status did not indirectly affect the mathematics learning achievement through the mathematics learning motivation, that is, the mathematics learning motivation had no mediating effect. However, there were not control variables, the student's family socioeconomic status did indirectly affect the mathematics learning achievement through the mathematics learning motivation, that is, the mathematics learning motivation had mediating effect. The contributions of this research were to analyze the results of the national high school examination and found that family socioeconomic status and mathematics learning motivation were important factors affecting mathematics learning achievement. Schools and teachers should pay attention to the mathematics learning of students from different family backgrounds. This was beneficial to parents, teachers and schools to improve mathematics learning achievements.

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