| 關 鍵 詞： |
數學學習動機；家庭學習資源；潛在成長模式 |
| 中文摘要： |
本研究探討國中生的家庭學習資源變化對學習成就影響，並以數學學習動機變化軌跡為中介變項，以基隆市國中生學習狀況資料庫的五學期追蹤 1,585 名學生資料，經由單因子重複量數的變異數分析、迴歸分析與潛在成長模式分析，研究顯示：國中生在五學期的家庭學習資源呈現W型變化，除了八年級下學期明顯高於九年級上學期之外，大致是後一學期明顯高於前學期；數學學習動機呈現M型變化，大致呈現隨著學期而下降，其中八年級上學期明顯高於其他學期。七年級的家庭學習資源可以提升七年級的數學學習動機、五學期的家庭學習資源變化可以提升五學期的數學學習動機，然而七年級的家庭學習資源對五學期的數學學習動機變化沒有顯著影響。七年級生的家庭學習資源愈多，學習成就會愈好；七年級的數學學習動機與五學期數學學習動機變化對於學習成就有提升作用。七年級生的家庭學習資源透過七年級的數學學習動機對九年級數學學習成就有顯著提升，七年級的數學學習動機是重要的中介變項；國中生在五學期家庭學習資源變化透過五學期的數學學習動機變化對九年級的數學學習成就產生中介作用，然而七年級的家庭學習資源透過五學期數學學習動機變化對九年級的數學學習成就沒有顯著影響。本研究特色在於發現家庭學習資源呈現W型變化，數學學習動機呈 M 型變化，長期數學學習動機變化對於數學學習成就有提升效果，而長期家庭學習資源變化則否。重要的是，長期的數學學習動機都是重要中介因素。這突顯出，學校、教師及家長更應加強每學期引導學生數學學習動機。
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| 英文關鍵詞： |
latent growth curve model；home learning resources；motivation for mathematics learning |
| 英文摘要： |
This study explored the impact of changes in family learning resources of junior high school students on academic achievement, and used the trajectory of changes in mathematics learning motivation as the mediating variable. It tracked the data of 1,585 students in five semesters from the learning status database of junior high school students in Keelung City, and used repeated measures analysis of variance, regression analysis and latent growth model analysis, the research showed that the home learning resources of junior high school students in the fifth semester showed a W-shaped change. Excepted that the second semester of eighth grade was significantly higher than the first semester of ninth grade, roughly the latter semester was significantly higher than the previous semester; mathematics learning motivation showed an M-shaped change, generally declining with the semester, and the first semester of eighth grade was significantly higher than other semesters. Home learning resources in seventh grade can improve mathematics learning motivation in seventh grade, and changes in home learning resources in five semesters can improve mathematics learning motivation in five semesters. However, home learning resources in seventh grade have no significant impact on changes in mathematics learning motivation in five semesters. The more home learning resources a seventh grader had, the better their learning achievement will be; changes in seventh grade mathematics learning mo-tivation and fifth semester mathematics learning motivation can improve learning achievement. The home learning resources of seventh grade students significantly improved the mathematics learning achievement of ninth grade students through the seventh grade mathematics learning motivation. The seventh grade mathematics learning motivation was an important mediating variable; the changes in the home learning resources of junior high school students in the fifth semester were through the change in mathematics learning motivation in the five semesters had a mediating effect on the mathematics learning achievement in the ninth grade. However, the home learning resources in the seventh grade had no significant impact on the mathematics learning achievement in the ninth grade through the change in mathematics learning motivation in the five semesters. The characteristic of this study was that it was found that family learning resources showed a W-shaped change, and mathematics learning motivation showed an M-shaped change. Long-term changes in mathematics learning motivation had an improving effect on mathematics learning achievement, while long-term changes in family learning resources do not. Importantly, long-term motivation to learn mathematics is an important mediating factor. This highlights that schools, teachers and parents should strengthen their efforts to guide students’ motivation to learn mathematics every semester.
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| 目 次： |
壹、緒論
一、研究動機
二、研究目的
貳、文獻探討
一、社會階層化理論、家庭學習資源與學習動機變化
二、家庭學習資源與數學動機和學習成就之研究
三、數學學習動機變化與數學學習成就之研究
四、數學學習動機變化在家庭學習資源變化與學習成就之間的中介變項論證
參、研究設計與實施
一、研究架構與假設
二、變項操作型定義
三、研究工具
四、資料來源與樣本特性
五、統計方法
肆、結果與討論
一、資料檢視評估
二、家庭學習資源與數學學習動機的變化軌跡
三、模式檢定結果
四、綜合討論
伍、結論與建議
一、結論
二、建議
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