Relations Among Math Epistemological Beliefs, Motivations, and Academic Performance in High School Students

• Main Authors: Lin Chung Tsen, 林重岑
• Other Authors: 黃德祥
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/33418925709881074799

博士 === 國立彰化師範大學 === 教育研究所 === 96 === The purposes of this study were firstly, to explore and conform the factor structure of the Math Epistemological Beliefs Inventory (MEBI) and its factor invariance across different groups, secondly, to analyze the relationship between math epistemological beliefs and background variables, and thirdly, to answer how math epistemological beliefs were related to motivations and in-class math performance. The target population was senior high and vocational high school students in Taiwan, and from which the sample of 960 subjects was randomly selected. The measure was the Math Learning Questionnaire developed by the researcher. Data were analyzed using descriptive statistics, analysis of variance, confirmatory factor analysis (CFA), latent profile analysis (LPA), hierarchical regression (full two-way interaction analysis), and chi-square test of homogeneity of proportions. The findings included: MEBI was with good reliability and construct validity, and some weak domain-specificity. A series of multi-group CFAs supported the MEBI was consistent across different groups. ANOVAs indicated that gender, sectors, and SES were related to math epistemological beliefs. The conditional and interaction effects of the math epistemological beliefs on the math self-efficacy, intrinsic goal orientation, and interest value were significant; however, for math control belief, utility value, delay of gratification, and math performance only conditional effects were significant. LPA indicated the final cluster solution is Model E4, i.e., four clusters with different variances, covariances, and means of math epistemological beliefs indicator variables, and the cross-validation also supported model E4 was with good model quality. Chi-square test indicated students with different gender, sectors, and SES belonged to cluster being different in proportion. The linear combination of cluster identity moderately and significantly predicted math self-efficacy, control belief, intrinsic goal orientation, utility value, interest value, and weakly significantly predicted delay of gratification and math performance. Paired clusters could 90 percents successfully discriminate dependent variables, and the differences of mean of dependent variables between clusters were largely significant. The whole profile of math epistemological beliefs, motivations, and math performance was depicted. Finally, the implication was discussed, and suggestions for teaching, guidance and research were provided.