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研究生:林文正
研究生(外文):Wen-Cheng Lin
論文名稱:國小學生自我調整學習能力、對教師自我調整教學之知覺、動機信念與數學課業表現之相關研究
論文名稱(外文):Relationship among sixth graders’ self-regulated learning, the perceptions of teachers’ instructions on self-regulation, motivational beliefs, and math grades
指導教授:陸怡琮陸怡琮引用關係
學位類別:碩士
校院名稱:國立屏東師範學院
系所名稱:教育心理與輔導研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:126
中文關鍵詞:自我調整學習對教師自我調整教學之知覺動機信念數學課業表現
外文關鍵詞:self-regulated learningthe perceptions of teachers’ instructions on self-regulationmotivational beliefsmath grades
相關次數:
  • 被引用被引用:126
  • 點閱點閱:2375
  • 評分評分:
  • 下載下載:679
  • 收藏至我的研究室書目清單書目收藏:29
摘 要
本研究的目的在探討國小學生的自我調整學習能力、對教師自我調整教學之知覺、動機信念及數學課業表現間的關係。研究方法採用問卷調查法,以屏東縣、市之國小六年級學生為母群,並以學校規模進行分層隨機抽樣,受試者共有529人,男生261人,女生268人。以自編之「自我調整學習能力量表」、「對教師自我調整教學之知覺量表」以及高石城編訂之「國小高年級數學態度量表」為研究工具。
本研究的主要結果如下:
一、國小六年級學生的自我調整學習能力、對教師自我調整教學之知覺、動機信念三個變項兩兩之間的典型相關均達顯著。
二、國小六年級學生的自我調整學習能力、對教師自我調整教學之知覺及動機信念對數學課業表現都有顯著的正相關,在焦慮方面則是呈現負相關。
三、在聯合預測方面,以自我調整學習能力三個分量表(學前計劃、意志控制、監控省思)、對教師自我調整教學之知覺三個分量表(學前計劃、意志控制、監控省思)、動機信念四個分量表(數學自我效能、數學內在動機、數學工作價值、數學焦慮)聯合預測數學課業表現,可以獲得39.6%的預測力,其中以自我調整學習能力量表中的學前計劃、及動機信念量表中的數學自我效能、數學工作價值達顯著。
四、女生在對教師自我調整教學之知覺上優於男生(學前計劃及監控省思達顯著,意志控制則男女無差異)。在自我調整學習能力上,男女無差異。在動機信念上,整體來說,女生優於男生,在分量表上,男生的數學自我效能優於女生,女生的數學焦慮高於男生。
最後根據研究結果,提出教學上之建議及未來研究等方面的建議作為參考。
關鍵字:自我調整學習、對教師自我調整教學之知覺、動機信念、數學課業表現
Relationship among sixth graders’ self-regulated learning, the perceptions of teachers’ instructions on self-regulation, motivational beliefs, and math grades
Wen-Cheng Lin
ABSTRACT
The purpose of this study was to investigate the relationship among children’s self-regulated learning, their perceptions of teachers’ instructions on self-regulation, motivational beliefs, and math grades. Five hundreds and twenty-nine sixth graders were sampled from eleven schools in Pingtung county. The students filled out “Scale of self-regulated learning ”, “Scale of the perceptions of teachers’ instructions on self-regulation”, and “Scale of motivational beliefs”. Also, their math grades were obtained from the school administers.
The major findings were as following:
1. There were significant canonical correlations between self-regulated learning and the children’s perceptions of teachers’ instructions on self-regulation, between self-regulated learning and motivational beliefs, and between the perceptions of teachers’ instructions on self-regulation and motivational beliefs.
2. There were significant positive correlation between self-regulated learning and math grades, between students’ perceptions of teachers’ instructions on self-regulation and math grades, and between three of the four subscales of motivational beliefs and math grades. The anxiety subscale and math grade showed negative correlations.
3. The forethought subscale of the Scale of Self-regulation, and the self-efficacy subscale and the task-value subscale of the Scale of Motivational Beliefs can significantly predicted the students’ math grades.
5. Girls scored higher than boys in the forethought subscale and the monitoring and reflection subscale of the Scales of the Perceptions of Teachers’ Instructions on Self-regulation. No sex difference was found in the volitional control subscale of the Scales of the Perceptions of Teachers’ Instructions on Self-regulation and in all subscales of the Scale of Self-regulated Learning. As to motivational beliefs, boys had higher math self-efficacy, while girls had higher anxiety.
According to the findings, implications and suggestions for future research of this study were discussed.
Keywords: self-regulated learning, the perceptions of teachers’ instructions on self-regulation, motivational beliefs, math grades
目 次
謝 詞…………………………………………………………………Ⅰ
中文摘要………………………………………………………………Ⅱ
英文摘要………………………………………………………………Ⅳ
目 次…………………………………………………………………Ⅵ
表 次…………………………………………………………………Ⅷ
圖 次…………………………………………….. …………………..Ⅹ
第一章 緒論..…………………………………………………………1
第一節 研究動機………………………………………………..1
第二節 研究目的………………………………………………..5
第三節 名詞解釋………………………………………………..6
第二章 文獻探討……………………………………………………..9
第一節 自我調整學習與後設認知之關係……………………..9
第二節 不同觀點的自我調整理論……………………………15
第三節 動機信念與自我調整學習、學業成就、性別
之關係……………………….…..…………………….27
第四節 教師自我調整教學、動機信念、自我調整學習與
學業成績..……………………………………………...37
第三章 研究方法…………………………………………………….43
第一節 研究架構……………………………………………….43
第二節 研究假設……………………………………………….44
第三節 研究對象……………………………………………….45
第四節 研究工具……………………………………………….46
第五節 實施程序……………………………………………….58
第六節 資料分析……………………………………………….59
第四章 研究結果…………………………………………………….60
第一節 「對教師自我調整教學之知覺」、「自我調整
學習能力」、「動機信念」量表之描述性分析…….60
第二節 「對教師自我調整教學之知覺」與「自我調整
學習能力」及「動機信念」之相關……………….65
第三節 「對教師自我調整教學之知覺」、「自我調整學
習能力」、「動機信念」對數學課業表現之
相關…………………………….……………………74
第四節 「對教師自我調整教學之知覺」、「自我調整學
習能力」、「動機信念」對數學課業表現之
預測力分析..…………………...……………………77
第五節 不同性別學生在「對教師自我調整教學之
知覺」、「自我調整學習能力」、「動機信念」
上之分析比較……………………………………….84
第五章 討論、結論與建議.…………………………………………91
第一節 討論...…………………………………………………91
第二節 結論...…………………………………………………99
第三節 研究限制……………………………………………..102
第四節 建議…………………………………………………..103
參考書目.………..…………………………………………………….108
一、中文部分…………………………………………………..108
二、英文部分.………………………………………………….112
附錄
附錄一: 自我調整學習能力預試量表..……………………..117
附錄二: 對教師自我調整教學之知覺預試量表..…………..120
附錄三: 自我調整學習能力正式量表..……………………..123
附錄四: 對教師自我調整教學之知覺正式量表..…………..125
附錄五: 動機信念量表同意書…………………..…………..127
參考書目
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