The Relationship between Affective Factors and Scientific Literacy Systematic Discussion：Evidence from Taiwan PISA 2006

• Main Authors: Ming-Sz Ling, 凌銘嗣
• Other Authors: Su-Wei Lin
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/kvs8bk

碩士 === 國立臺南大學 === 教育學系測驗統計碩博士班 === 103 === In recent years, students affective domain has become the important variables that education community attempts to understand or investigate student behavior. The purpose of this study is to find the relationship between affective factors and scientific literacy, and to construct a structural model accounting for the students’ scientific literacy. Taiwan PISA 2006 database in 8815 as a 15-year-old student sample analysis, structural equation modeling (SEM) evaluation of the mode adaptation. In addition, 15-year-olds students are mainly distributed in 9 , 10 grades , to understand the impact of different grades for the results of scientific literacy , multi- group analysis test sample pattern adapted to the situation . From the model results show that affective factors explain the highest self-efficacy in science literacy; pattern can be explained in scientific literacy variance of up to 25.3%; multi- group analysis mode can be adapted to the different grades of the groups.