自我效能、成就目標、考試焦慮、學習策略對數學學習成就的影響- 以中央大學微積分聯合教學為例
摘要
The purpose of this study is to investigate the relationships among self-efficacy, achievement goal, test anxiety, learning Strategies , and the influences of these factors on the mathematic achievement for the students in university. This study is based on Joint Teaching Calculus system which created by National Central University with sample of 329 freshmen who enrolled in Calculus course in Department of Management, and it measures the self-efficacy, achievement goal, test anxiety and learning strategies using designed questionnaire. The reliability and validity analysis were used in developing questionnaire to ensure it is an adequate reliability and validity measure. Constructing self-efficacy, achievement goal, test anxiety and learning strategies and the influences on the mathematic academic achievement were discussed in several literatures and were analyzed by Structural Equation Modeling (SEM). In this study, the result indicates that (1) Self-efficacy has a direct positive effect on mastery-approach goal and performance-approach goal; non-direct positive effect on mathematic achievement, but direct negative influence toward performance-avoidance goal. (2) Mastery-approach goal has a direct positive effect on mathematic achievement when learning strategies were used；performance-avoidance goal has non-direct negative influence toward mathematic achievement when subject facing test anxiety； performance-approach goal has a direct positive effect on mastery-approach goal.(3) Test anxiety exerted significant direct negative effect on mathematic achievement. (4) Learning strategies has a direct positive effect on mathematic achievement.Finally, this study provided implications for mathematics education and suggestions for future research.