| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 99 === The purpose of this study was to investigate the relationship among academic self-concept, learning strategies and academic achievement in mathematics for the eighth-grade students, and the total numbers of valid sample was 444 collected by stratified random sampling method. This study was conducted by quantitative questionnaire and semi-structured interview. The results are as follows.
1.Eighth-grade students have average performance in academic self-concept and learning strategies.
2.Examining the factors of academic self-concept and learning strategies in mathematics by exploratory factor analysis and confirmatory factor analysis demonstrated good reliability and validity.
3.T-test and 1-Way MANOVA were used to analysis the influences of background variables in this study. The findings are as follows: The students attending math cram school and having parents with higher education level have better performance in the mathematical academic self-concept, the mathematical learning strategies and the academic achievement. However sex variable show non-significance difference in these respects.
4.Structural equation modeling (SEM) method was used to analyze the relationship among academic self-concept, learning strategies and academic achievement. The result showed that there is a significantly positive relation among academic self-concept, learning strategies and academic achievement in mathematics. And there is also a positive relation between learning strategies and academic achievement in mathematics.
According to these findings, some suggestions for educational guidance were proposed. Moreover, recommendations for further studies were offered in this dissertation.
Key Words: Mathematical Academic Self-concept, Mathematical Learning Strategies, Mathematical Academic Achievement, Structural Equation Modeling (SEM)
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