A Longitudinal Study of Math Goal Orientations, Learning Strategies and Achievements

• Main Authors: Chang-sheng Wang, 王長勝
• Other Authors: Su-Wei Lin
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/97965758492885503596

碩士 === 國立臺南大學 === 教育學系測驗統計碩士班 === 101 === The purpose of this longitudinal study was to explore the relationships of the same group of students’ mathematical goal orientations, learning strategies and achievements in different grades. There were 882 students participated, and took the tests of mathematics achievement and the questionnaires of mathematics learning affective while they were in the sixth grade and seventh grade. The results showed that the proportions of students with mastery orientation and learning strategy of elaboration are highest, respectively. These students also possess better achievement. Mastery-oriented students were more likely to use strategies during the learning process, and abandon oriented students tended not to use any learning strategies. Performance-oriented students were unstable, 91.67% of them changed into other orientations till seventh grade. Besides, 90.53% the students with multiple strategies, changed into a single learning strategy. Students possess the constant orientation of mastery or use elaboration strategy during sixth and seventh grade, they have significantly progressed in their subsequent math learning. Nevertheless, the students who change into abandon orientation or not using learning strategies till seventh grade, they significantly regressed in their subsequent math learning. Considering the gender difference, the study found that there was no significant difference among the girls with different goal orientations in sixth grade, but the achievement of positive orientations girls was higher significantly than the achievement of girls with abandon-orientation in seventh grade. Regardless of grade, the differences of math achievement among the different goal orientation or different learning strategies, the boys’ differences were higher than the girls’.