The Study of the Relationship Among Mathematic Teachers’ Self-Efficacy, Students’ Learning Motivation and Mathematic Achievement

• Main Author: 張小萍
• Other Authors: 林素卿
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/8cn7w4

碩士 === 國立彰化師範大學 === 教育研究所 === 102 === Abstracts The main purpose of this study was to explore the relationship among junior high school mathematic teachers’ self-efficacy, students’ learning motivation and mathematics achievement. The study was conducted with the survey questionnaire and the questionnaires were carried out by forty mathematic teachers and about 1200 eight- grade students picked up in the forty teachers’ classes. The average grades of the students’ first and second monthly exams in mathematics were collected to be the basis of mathematic achievement. The data were analyzed by descriptive statistics and hierarchical linear modeling. The findings of this study were as follows: first,Junior high school mathematic teachers’ self-efficacy was above average. Second,Junior high school students’ mathematic learning motivation was above average. Third,There were significant differences in students’ mathematic achievement in different classes. Fourth, Students’mathematic learning motivation could efficiently explain the differences of students’ mathematic achievement in the same class. The influence on mathematic achievement was no difference among classes. Fifth,There was no significant explanation between teachers’ self-efficacy and students’ mathematic achievement.Sixth,According to the variable of students’ devotion, teachers’ self-efficacy could efficiently explain “ The students’ learning motivation could influence students’ mathematic achievement.” According to the conclusion mentioned above, suggestions were made for education administrative authorities, schools, teachers and future researchers.