A Study on the Relationship among Class-climate Perception, Math Self-efficacy, and Math Anxiety of Elementary School Students in Kaohsiung

• Main Author: 陳妍伶
• Other Authors: 傅粹馨
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/08569947222010404272

碩士 === 國立高雄師範大學 === 教育學系 === 100 === The main purpose of this study was to investigate the relationship among class-climate perception, math self-efficacy, and math anxiety of elementary school students in Kaohsiung. The questionnaire survey was used in the study. Seven hundred and six students were the fourth, fifth and sixth graders of elementary schools in Kaohsiung. The Class-climate Perception Scale, Math Self-efficacy Scale, and Math Anxiety Scale were used to collect the data. The collection data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression analysis. The conclusions were summarized as follows: 1. The class-climate perception in elementary school and the math self-efficacy in the present situation were at the upper middle level. 2. The classroom anxiety of elementary school students was higher than the median. 3. The fourth and fifth graders, or who had high mathematical achievement, had higher math self-efficacy. 4. Girls, or low mathematical achievement students had higher math anxiety. 5. The elementary school students’ class-climate perception showed significant positive relationship with math self-efficacy. 6. There was significant negative relationship between the “conflict” aspect of class-climate perception and math anxiety. 7. The elementary school students’ math self-efficacy showed significant negative relationship with math anxiety. 8. The elementary school students’ class-climate perception and math self-efficacy can predict math anxiety markedly. At last, according to the results and discussions in this study, we propose concrete suggestions to school educators and future studies.