The Mediating Effects of Mathematics Anxiety and Self-concept on the Motiviaion and Achievement: The Hong Kong Case of PISA 2003

• Main Authors: Han, Pei Hua, 韓珮華
• Other Authors: Yu, Min Ning
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/71337055227483403908

碩士 === 國立政治大學 === 教育研究所 === 95 === Recently, establishing and analyzing databases becomes a trend in the field of education research. This study took PISA 2003 database as an example to create a psychometric model of factors that influence mathematics achievement. Based on the literature review, the researcher decided to put influential factors, including intrinsic motivation, instrumental motivation, mathematics anxiety, self-concept, and mathematics achievement into the model. Afterwards, through cross-validation the present study had verified the model stability. In the aspect of statistic analysis, the descriptive static shows HK students’ general learning tendency. Moreover, the exploratory factor analysis confirmed the reliability and validity of the questionnaires. Lastly, the structural equation modeling(SEM) was used to set structural model. The valid samples were 4,389 15-year-old students. According to the results, intrinsic motivation and instrumental motivation had no direct effect on mathematics achievement and had indirect effect through mathematics anxiety and self-concept. The results were summarized as follows: 1.Students had more instrumental motivation than intrinsic one. 2.Mathematics anxiety was a mediator variable between motivations and mathematics achievement. 3.Self-concept was a mediator variable between intrinsic motivations and mathematics achievement. 4.Self-concept was a mediator variable between mathematics anxiety and mathematics achievement. 5.Instrumental motivation was a negative suppressor variable among intrinsic motivation, instrumental motivation, and mathematics anxiety. 6.Instrumental motivation was a negative suppressor variable among intrinsic motivation, instrumental motivation, and self-concept. Finally, according to the findings, implications and suggestions for teaching of mathematics and future research were discussed.