| Summary: | 碩士 === 國立花蓮師範學院 === 國民教育研究所 === 89 === The Relationship among Learning Belief, Goal Orientations,
Learning Strategies, and Math Academic Performance of Primary School Students
Ching-Chi Chang
Abstract
The main purposes of this study were to explore the gender difference among the learning belief, goal orientation, learning strategies and math academic performance, and the relationship among the learning belief, goal orientation, learning strategies and math academic performance.
This study used the questionnaire survey. The subjects of this study were 457 students of six primary schools in Tainan. The research instruments were “The Scale of Learning Belief in Math”, “The Scale of Goal-Orientation in Math”, and “The scale of learning strategies in Math”. The data were analyzed by descriptive statistics, one-way ANOVA, t-test, Pearson correlation, stepwise regression.
The findings were as follows:
1. There is significant difference between boys and girls on “Learning Belief in Math”. There is no significant difference between boys and girls on “Self-efficiency in Math”. There is significant difference between boys and girls on “Sexual Stereotype in Math”, and boys are higher than girls.
2. There is no significant difference between boys and girls on “The Goal-orientation in Math”. There is no significant difference between boys and girls on “Learning goal-orientation in Math” and “Performance goal-orientation in Math”.
3. There is no significant difference between boys and girls on “Learning strategies in Math”. There is no significant difference between boys and girls on the use of “resource management strategy” and “cognitive and metacognitive strategy”.
4. The self-efficiency in math has significant correlation with achievement goal-orientation in math and learning strategies in math. There is negative correlation between sexual stereotype and performance goal-orientation in math, but positive correlation between sexual stereotype and math academic achievement.
5. Learning belief, goal-orientation and learning strategies can predict math academic achievement, and self-efficiency in math is the best predictor to math academic achievement of primary school students.
Based on the results of the study, suggestions for parents, teachers, educational administration and future research are proposed.
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