The Study of Perception of Significant Others’ Mathematics Attitude, Self-Efficacy and Learning Engagement for the 5th and 6th Graders in Yunlin County

• Main Authors: Lin, Meng-Hua, 林孟鏵
• Other Authors: Lang, Ya-Chin
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/sw5jq4

碩士 === 大葉大學 === 教育專業發展研究所 === 103 === The main purposes of this study were to examine the relationship among significant others’ mathematics attitude, self-efficacy, and learning engagement for the 5th and 6th graders. Firstly, this study attempted to analyze significant others’ mathematics attitude, self-efficacy, and learning engagement among the 5th and 6th graders of different backgrounds. Then, this study would do a correlation analysis among significant others’ mathematics attitude, self-efficacy, and learning engagement of the 5th and 6th graders. Lastly, this study was to examine whether significant others’ mathematics attitude and self-efficacy could be the predictors of learning engagement for the 5th and 6th graders. There were 239 elementary school students selected by cluster sampling in Yunlin county. The research tools included an Significant Others’ Mathematics Attitude Scale, Self-Efficacy Scale, and Learning Engagement Scale. The statistical analyses included t-test, Pearson correlation, and step-wise multiple regression Analysis. The findings of this study were summarized as follows: (a) There were significant differences between genders and self-efficacy in math confidence. Boys have higher mathematics self-efficacy than girls. (b) There were significant differences between genders and learning engagement in math behavior. Girls have higher behavior engagement than boys. (c) There were no significant differences on significant others’ mathematics attitude, self-efficacy, and learning engagement between different grades. (d) There were significant correlations between significant others’ mathematics attitude and self-efficacy; also significant correlations between significant others’ mathematics attitude and learning engagement; and significant correlations between self-efficacy and learning engagement. (e) Significant others’ mathematics attitude and self-efficacy could predict learning engagement.