The Study of Influential Factors in Mathematics Achievement Based on Self-system Model of Motivational Development for 4th Graders in Taiwan and Singapore Using TIMSS 2015 Database

• Main Authors: GUO, BO-WEI, 郭柏瑋
• Other Authors: SHIH, SHU-CHUAN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/z629jv

碩士 === 國立臺中教育大學 === 教育資訊與測驗統計研究所 === 106 === This research focused on analyzing 2015 Trends in International Mathematics and Science Study data of 4th grade mathematics in Taiwan and Singapore. The self-system model of motivational development (Skinner, Furrer, Marchand, and Kindermann, 2008) was used to develop and validate the relationship between context factor (student-centered teaching approach), self factor (self-confidence in mathematics study), action factor (teacher-student interaction in classrooms), and outcomes factor (mathematical achievement). Moreover, compare the differences of the impact factor model in mathematical achievements between Taiwan and Singapore with multi-group structural equation modeling. The main findings were as follows： 1. The measurement model proposed by this study was built by context factor, self factor and action factor. It showed a good fit of the model to the TIMSS 2015 testing data. 2. For fourth graders of Taiwan and Singapore, there were obvious differences on partial intercepts. In order to keep in testing measurement invariance, the intercepts with differences were estimated freely. After the modification of the new confirmatory model, the results of the confirmatory factor analysis demonstrated a good fit of the model. The difference in fitness was also less than 0.01 which meant that the measurement model had configural invariance, metric invariance,partial scalar invariance, and invariant factor means. 3. Limited to the questionnaires in TIMSS 2015, the data analysis results of the questions about "Teacher-student interaction in classrooms", replied by students, tended to students’ self-factors. Therefore, the theoretical model was modified to "context-self-result", which was fitted to the overall samples of Taiwan and Singapore. 4. For the fourth graders in Taiwan and Singapore, the indirect effect of "student-centered teaching approach" on mathematical achievement was extremely low, the indirect impact of "teacher-student interaction in classrooms" on mathematical achievement was positively low, and the direct effect of "self-confidence in mathematics learning" on mathematical achievement was shown moderate positive. 5. The factor "Teacher-student interaction in classrooms" of Taiwan students had a greater effec on "mathematics self-confidence" than Singapore students. The factor "self-confidence in mathematics learning" of Singapore students had a greater effect on "mathematical achievement" than Taiwan students.