| Summary: | 碩士 === 國立屏東大學 === 教育心理與輔導學系碩士班 === 105 === The main purpose of this study is to explore the differences self-efficacy in reading, self-efficacy in mathematics and science (M & S) reading , self-efficacy in learning M & S, and M & S reading comprehension of primary school students of different gender and grade, and to explore the relationship between these three self-efficacy and M & S reading comprehension. A total of 479 students from 4th and 6th grade, selected from Kaohsiung and Pingtung counties, participated in this study. The self-efficacy in reading scale, self - efficacy in M & S reading scale, self-efficacy in learning M & S scale, and M & S reading comprehension test (B) were tested in groups.
The results of this study were as follows:
1. There was no significant difference in self-efficacy in reading .
2. There was no significant difference in the self-efficacy in reading between the students in grade 4 and grade 6.
3. There were significant gender differences on the self-efficacy in M & S reading: The boys scored higher than the girls in their self-efficacy in M & S reading..
4. There was no significant difference in the self-efficacy in learning M & S between the students in the grade 4 and grade 6.
5. Significant gender differences were found on the elf-efficacy in learning M & S; The boys scored higher than the girls in their self-efficacy in learning M & S.
6. Significant grade differences were found on the self-efficacy in learning M & S; the studnets in grade 4 scored higher than the students in grade 6.
7. The students’ performance on the M & S reading comprehension was acceptable. Among the three reading levels, only the average score of forming interpretations did not reach the middle points of the possible highest score of the sbuscale, while the average score of identifying problems and analyzing information passed the mid-point of the possible highest score of the subscale.. The students scored highest in identifying problems, and worst in forming interpretations..
8. There were significant differences in the performance of M & S reading comprehension. The girls were better than boys in the level of analyzing information, but there were no significant differences in the levels of identifying problems and forming interpretation .
9. There were significant grade differences in the performance of M & S reading comprehension. Grade 6 students were better than the grade 4 students in all three reading comprehension levels, i.e. identifying problems, analyzing information and forming interpretations .
10. The correlation between self-efficacy in reading and M & S reading comprehension was .334. The correlations between self-efficacy in reading and the three reading levles, i.e. identifying problems, analyzing information, and forming interpretations, were .298 .293 .319.
11. The correlation between self-efficacy in M & S reading and M & S reading comprehension was .201; the correlations between self-efficacyin M & S reading and three reading comprehension levels (identifying problems, analyzing information, and forming interpretations were .151 .133 .185. The correlation between self-efficacy in M & S and self-efficacy in reading was .614.
12 The correlation between self-efficacy in learning M & S and M & S reading comprehension was .126; the correlations between self-efficacy in learning M & S and the three reading comprehension levels (identifying problems, analyzing information, and forming interpretations) were .113, .098, .118. The correlation between self-efficacy in learning M & S and self-efficacy in reading was 0.487 and the correlation between self-efficacy in learning M & S and self-efficacy in M & S reading was .664.
13. After the variance of gender and grade were accounted for, self-efficacy in reading predicted M & E reading comprehension significantly, with 9.5% of toal variance was explained.
14. After the variance of gender and grade were accounted for, self-efficacy in M & S reading predicted M & S reading comprehension significantly, with 5.2% of total variance of M & S reading comprehension was explained.
15. After the variance of gender and grade were accounted for, self-efficacy in learning M & S predicted M & S reading comprehension significantly, with 3% of total variance of M & S reading comprehension was explained.
16. After the variance of gender and grade were accounted for, self-efficacy in reading, self-efficacy in M & S reading and self-efficacy in learning M & S predicted M & S reading comprehension significantly, with 9.7% variance of the total variance of M & S reading comprehension was explained.
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