本研究旨在探討台灣地區國中學生的智力增長觀、課業期望與作業價值信念和數學學習的關係,利用問卷調查法,以國中七年級學生為研究對象,進行智力增長觀、課業期望與作業價值信念和數學學習行為量表的調查,根據收集的資料,進行統計分析,以提供國中教師教學與學生學習之參考。研究結果顯示: 一、國中學生對智力持有的信念大多傾向實體論。 二、國中學生大多持有較高的課業期望與作業價值信念,且男生顯著高於女生。 三、國中學生在數學學習時較常採取適應性學習行為。 四、國中生的智力增長觀、課業期望與作業價值信念分別對適應性數學學習行為具有正向預測效果,而智力增長觀、課業期望與作業價值信念分別對不適應性數學學習行為具有負向預測效果。 五、國中生所持的課業期望與作業價值信念在智力增長觀對數學學習行為的作用上具有中介效果。
The purpose of this study was to investigate the Mathematical learning of junior high school students from self-theory and expectancy-value theory. Data were gatheres in a sample of 511 seventh grade students of junior high schools. Using developed questionnaires, subjects self-reported the incremental belief of intelligence, beliefs of academic expectancy and task value, and mathematical learning behaviors. A mediational model including incremental belief of intelligence, beliefs of academic expectancy and task value, and mathematical learning behaviors was tested. This study yielded supportive data, indicating that beliefs of academic expectancy and task value mediates the effects of incremental belief of intelligence on mathematical learning behaviors. Additionally, this study have some results as follows: 1. The incremental belief of intelligence of junior high school students was low. 2. Junior high school students have high score on the beliefs of academic expectancy and task values on mathmatics, and boys scored higher than girls. 3.Junior high school students self-reported more adaptive behaviors on mathematical learning. 4. Both incremental belief of intelligence and the beliefs of academic expectancy and task values positive predictes adaptive behaviors of mathematical learning, and negative predicted unadaptive behaviors of mathematical learning. 5. The beliefs of academic expectancy and task values mediates the the effects of incremental belief of intelligence on mathematical learning. The discussion focus on the implications of this study on educational practice and future research.