| Summary: | 碩士 === 國立臺南大學 === 教育學系測驗統計碩博士班 === 103 === In this study, the “resilient students” refers to the ESCS-disadvantaged students have achieved high academic performance. The purpose of this study is to investigate the types of mathematical learning strategies and mathematical learning motivations of Taiwanese resilient students who participated in the survey of PISA 2012. The data for this study were from 2012 PISA student questionnaire form A of Taiwan. After deleting uncompleted data and weighting, there were 95,688 Taiwanese students, including 2663 resilient students.
To objectively classify students’ learning strategies, we conducted a latent class analysis (LCA) to determine the optimal fitting latent class model of students’ performances on a learning strategy assessment. The result of the LCA showed that, among the models of two to four classes, the model of three classes was the optimally fitted model. Most of resilient students tended to be the reflective and proficient in mathematics learning and less to use purely rehearsal and memorization strategy, which was used more often for low-performance ESCS-disadvantaged students.
In learning drives and motivations aspect, there are significantly more instrumental motivation and perseverance with resilient students than low-performance students. Moreover, there is higher intrinsic motivation with resilient students than the others. Furthermore, in the matter of perceived control of success, resilient students are significantly higher than low-performance students and significantly lower than high-performance ESCS-advantaged students.
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