| Summary: | 碩士 === 國立清華大學 === 學習科學研究所 === 104 === The purpose of the study was twofold: one was to discuss the relationships among achievement goal orientations, academic achievement, math engagement and math hope, and the other was to examine the dual mediating effects of academic achievement and math class engagement. Moreover, the moderating effects of influence and proximity of teacher- student relationship in the abovementioned mediation model were examined. Quantitative research design, questionnaire survey, and structural equation model (SEM) were employed in this study. Survey responses from 599 9th graders of six junior high schools in Hsinchu City were used to verify the math hope model. Bayesian collocating with VB programming methods was used to examine the dual mediated effect and also the moderated mediation effect. Meanwhile, the results of the research were summarized as follows:
(1) In mastery- approach goal model, math class engagement had a partial mediating
effect on math hope.
(2) In mastery-avoidance goal model, both academic achievement and math class
engagement had no mediating effect.
(3) In performance-appraoch- goal model, academic achievement and math class
engagement had partial mediating effects at the same time.
(4) In performance-avoidance goal model, avoidance-performance goal cannot predict
the math hope. Therefore, there's no further analysis of mediating effects.
(5) Proximity of teacher- student relationship had moderating effect in the direct effect of mediation model of mastery-approach goal and indirect effect of mediation model of performance-appraoch goal.
|
|---|
