本研究運用PISA 2003資料庫為例，說明數學焦慮之認知與情意，如何影響學生數學內在動機、自我概念與成就的機制。本研究的研究對象，為香港十五歲學生，並採取整列剔除法（listwise deletion）刪除作答不全的缺失值與極端值，共計取得有效樣本為4,397人，其中男生2,168位，女生2,229位。研究結果顯示：第一、數學焦慮之認知與情意模式獲得驗證；第二、數學焦慮之認知與情意除了直接影響數學成就之外，還能經由數學內在動機與自我概念，對數學成就產生間接影響。 / The purpose of the present study was to assess the influence of mathematics anxiety (including the cognitive and affective dimensions), mathematics intrinsic motivation, and mathematics self-concept on mathematics achievement. Participants were 4,397 9th-grade students from Hong Kong who attended PISA 2003 study. The results of confirmatory factor analyses supported the theoretical distinction between cognitive and affective dimensions of mathematics anxiety. The analysis of structural equation modeling confirmed that the cognitive and affective dimensions of mathematics anxiety can predict mathematics achievement through the mediating effect of mathematics intrinsic motivation and mathematics self-concept.

This study attempted to design and implement an intervention programme to improve the self-concepts and attitudes of prospective primary school teachers. The possible effects of the programme were researched by means of a combined quantitative and qualitative approach. A questionnaire to determine the effectiveness of the programme was also designed. Important findings of this study are that: (a) the Cronbach Alpha Coefficient indicated a 0,9 reliability of the designed questionnaire; (b) the average self-concepts of prospective teachers improved after the intervention programme was implemented, though not significantly and (c) the self-concepts of prospective teachers not majoring in Mathematics also improved after the intervention, though not significantly. A focus group interview was conducted to improve the intervention programme. On the basis of the responses of the participants in the focus group interview as well as of the quantitative study and of the literature reviewed, an improved version of the intervention programme was designed. According to the research, the programme should include: cooperative learning; everyday life contexts; manipulatives; hands-on activities, encouraging the asking of questions; a positive relationship between lecturer and student; writing assignments before doing a new topic; content relevance; a positive communication of assessment; games; various approaches to solving problems; understandable language; gender sensitivity and positive role modeling. The intervention programme implemented in this study was tested over a period of three months; hence the recommendation in this research for the replication thereof over a longer period. The study further recommends that since the study was conducted in one college of education only, there is a need for it to be conducted in a number of colleges, in order to elicit a broader and more representative picture of the impact of the intervention programme. The findings of this study advocate the need to combine both quantitative and qualitative research in studies: the results of the quantitative research did not conclusively indicate a positive impact of the intervention programme. However, the qualitative research saw respondents expressing improved confidence and attitudes. / Psychology of Education / D. Ed. (Psychology of Education)

This study attempted to design and implement an intervention programme to improve the self-concepts and attitudes of prospective primary school teachers. The possible effects of the programme were researched by means of a combined quantitative and qualitative approach. A questionnaire to determine the effectiveness of the programme was also designed. Important findings of this study are that: (a) the Cronbach Alpha Coefficient indicated a 0,9 reliability of the designed questionnaire; (b) the average self-concepts of prospective teachers improved after the intervention programme was implemented, though not significantly and (c) the self-concepts of prospective teachers not majoring in Mathematics also improved after the intervention, though not significantly. A focus group interview was conducted to improve the intervention programme. On the basis of the responses of the participants in the focus group interview as well as of the quantitative study and of the literature reviewed, an improved version of the intervention programme was designed. According to the research, the programme should include: cooperative learning; everyday life contexts; manipulatives; hands-on activities, encouraging the asking of questions; a positive relationship between lecturer and student; writing assignments before doing a new topic; content relevance; a positive communication of assessment; games; various approaches to solving problems; understandable language; gender sensitivity and positive role modeling. The intervention programme implemented in this study was tested over a period of three months; hence the recommendation in this research for the replication thereof over a longer period. The study further recommends that since the study was conducted in one college of education only, there is a need for it to be conducted in a number of colleges, in order to elicit a broader and more representative picture of the impact of the intervention programme. The findings of this study advocate the need to combine both quantitative and qualitative research in studies: the results of the quantitative research did not conclusively indicate a positive impact of the intervention programme. However, the qualitative research saw respondents expressing improved confidence and attitudes. / Psychology of Education / D. Ed. (Psychology of Education)