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研究生:舒玉
研究生(外文):YuShu
論文名稱:高中生不適應性學習組型之情境與個人因素探究
論文名稱(外文):Maladaptive Learning Pattern in Senior High School:Exploring the Situational and Personal Factors
指導教授:程炳林程炳林引用關係
指導教授(外文):Biing-Lin Cherng
學位類別:碩士
校院名稱:國立成功大學
系所名稱:教育研究所
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:2010
畢業學年度:98
語文別:中文
論文頁數:127
中文關鍵詞:不適應性學習組型課室目標結構成就目標導向自我決定動機負向情緒認知策略逃避行為
外文關鍵詞:Maladaptive pattern of learningclassroom goal structureachievement goal orientationamotivationnegative emotionscognitive strategyavoidance behavior
相關次數:
  • 被引用被引用:3
  • 點閱點閱:650
  • 評分評分:
  • 下載下載:98
  • 收藏至我的研究室書目清單書目收藏:1
本研究的目的為:(一)建構高中生學習數學科之不適應性學習組型之分類架構,探究不適應性學習組型是否可區分為動機、情緒、認知、行為四個面向。(二)分析高中生不適應性學習組型動機、情緒、認知、行為四個面向之間的關係。(三)探討個人因素,對高中生學習數學科不適應性學習組型之預測關係。(四)以課室目標結構觀點探討情境因素對高中生學習數學科不適應性學習組型之預測關係。
為完成上述研究目的,本研究抽取台灣地區中、南部共十一所學校總計1111位高中生為研究樣本。其中102位研究樣本,作為自編之學習無組織分量表與淺層認知策略分量表的探索性因素分析與信度分析之樣本;另外,再採第二批樣本共1009位高中生,驗證不適應性學習組型驗證性因素分析模式與觀察資料的適配度。最後,本研究亦採第二批樣本,考驗高中生的個人因素與其知覺到的情境因素對於不適應性學習組型之預測效果。
本研究之發現如下:
一、 不適應性學習組型驗證性因素分析模式與觀察資料適配,代表此模式可用來解釋高中生的觀察資料。

二、 不適應性學習組型各個面向之間的關係方面:
(一)高中生於數學科之不適應動機(包括缺動機、外在調整及逃避表現目標),與不適應情緒(包括生氣、厭煩、焦慮、無望)之間有高度正向關係,這兩組分數之間有顯著的典型相關。
(二)高中生於數學科之不適應動機,可以正向預測其不適應認知面向;高中生於數學科之不適應動機可以聯合正向預測其淺層策略、學習無組織與注意力缺乏。
(三)高中生於數學科之不適應動機,可以正向預測其不適應行為面向;高中生於數學科之不適應動機可以聯合正向預測其逃避求助、逃避生疏、自我設限。
(四)高中生於數學科之不適應情緒,可以正向預測其不適應認知面向;高中生於數學科之不適應情緒可以聯合正向預測其淺層策略、學習無組織、注意力缺乏。
(五)高中生於數學科之不適應情緒,可以正向預測其不適應行為面向;高中生於數學科之不適應動機可以聯合正向預測其逃避求助、逃避生疏、自我設限。
(六)高中生於數學科之不適應認知,可以正向預測其不適應行為面向;高中生於數學科之不適應認知可以聯合正向預測其逃避求助、逃避生疏、自我設限。

三、高中生的個人因素可以聯合預測其不適應動機面向、不適應情緒面向、不適應認知面向、不適應行為面向。

四、高中生知覺到的情境因素可以聯合預測其不適應動機面向、不適應情緒面向、不適應認知面向、不適應行為面向。

本研究根據研究結果進行討論,以供高中數學科教學、學習輔導及未來研究之參考。
The primary purpose of this study were (a) to construct the classified structure of maladaptive learning pattern among senior high school students learning mathematics, and explore if maladaptive learning pattern can be divided into four dimensions as motivation, emotion, cognition, and behavior; (b) to analyze the relationships among the four dimensions as motivation, emotion, cognition, and behavior among senior high school students regarding maladaptive learning pattern; (c) to investigate individual factors, such as approach/avoidance temperament, self-esteem, action/state orientation so as to appreciate the prediction relationship of maladaptive learning pattern among senior high school students for learning mathematics; (d) to resort to the perspective of classroom goal structure to look into situational factors upon the prediction relationship of maladaptive learning pattern among senior high school students regarding mathematics.
This study has sampled a total of 1111 senior high school students in Taiwan from 11 schools of central and southern Taiwan as the participants. 102 samples are taken for exploratory factor analysis and reliability analysis. Besides, another second lot of samples totaling 1009 senior high school students will base on maladaptive learning pattern scale as their tool of measurement to collect and observe information so as to substantiate the compatibility of the analysis model of maladaptive learning pattern with observation information. At the end, this study will, as well, employ second lot of samples, using maladaptive learning pattern scale, individual factor scale, and situational factor scale as tools of measurement to test individual factor, their cognition, and context factor upon the prediction relationship of senior high school students towards maladaptive learning pattern.
The findings of the study are listed as follows:
1) Using compatibility regarding the analysis model and observation information of substantive elements for maladaptive learning pattern, such representative model can be employed to explain the observation information of senior high students.
2) The relationship among each of the dimensions with regard to maladaptive learning pattern including:

(1) There is highly positive relationship between maladaptive motivation (including amotivation, external regulation, and avoidance-performance goal) and maladaptive emotion (including anger, boredom, anxiety, and hopelessness). The score of these groups is found with a significant canonical correlation.

(2) The maladaptive motivation of senior high school students toward mathematics can used to positively predict their maladaptive cognition dimension; maladaptive motivation of senior high school students towards mathematics can be allied to positively predict their surface strategies, learning disorganization, and distractibility.

(3) Maladaptive motivation of senior high school students towards mathematics can be used to positively predict their maladaptive behavior dimension; maladaptive motivation of senior high school students towards mathematics can be allied to positively predict their avoidance of help seeking, avoid novelty, and self-handicapping.

(4) Maladaptive emotion of senior high school students towards mathematics can be used to positively predict their maladaptive cognition dimension; maladaptive emotion of senior high school students towards mathematics can be allied to positively predict their surface strategies, learning disorganization, and distractibility.

(5) Maladaptive emotion of senior high school students towards mathematics can be used to positively predict their maladaptive behavior dimension; maladaptive motivation of senior high school students towards mathematics can be allied positively to predict their avoidance of help seeking, avoid novelty, and self-handicapping.

(6) Maladaptive cognition of senior high school students towards mathematics can be used to positively predict their maladaptive behavior dimension; maladaptive cognition of senior high school students towards mathematics can be allied to positively predict their avoidance of help seeking, avoid novelty, and self-handicapping.

3) Individual factors of senior high school students can be allied to predict their maladaptive motivation dimension, maladaptive emotion dimension, maladaptive cognition dimension, and maladaptive behavior dimension.

4) The situational factors perceived by senior high school students can be allied to predict their maladaptive motivation dimension, maladaptive emotion dimension, maladaptive cognition dimension, and maladaptive behavior dimension.

Based on the research results, this study conducted discussion so as to offer itself as reference for teaching, mentoring learning, and future study on senior high school mathematics.
中文摘要 II
英文摘要 IV
目次 VIII
表目次 X
圖目次 XI

第一章 緒論 1
第一節 研究動機與目的 1
第二節 研究問題 5
第三節 名詞釋義 6
第二章 文獻探討 13
第一節 不適應性學習組型之架構 13
第二節 不適應性學習組型各面向之關係 24
第三節 個人因素與不適應性學習組型之關係 28
第三章 研究方法 33
第一節 研究架構 33
第二節 研究假設 34
第三節 研究對象 37
第四節 研究工具 39
第五節 不適應性學習組型量表驗證因素分析之模式架構 50
第六節 實施程序 55
第七節 資料分析 58
第四章 研究結果 59
第一節 基本統計分析 59
第二節 不適應性學習組型之驗證性因素分析之適配度考驗 64
第三節 不適應性學習組型四個面向之關係 69
第四節 個人因素與不適應性學習組型之關係 80
第五節 情境因素與不適應性學習組型 88
第五章 討論、結論與建議 90
第一節 討論 90
第二節 結論 102
第三節 建議 105
參考書目 108
中文部份 108
英文部份 110
附錄 117
附錄一 不適應性學習組型量表 117
附錄二 個人因素 121
附錄三 課室目標結構量表 126
附錄四 社會期許量表 127


表目次
表2-1-1、2 × 2學業情緒架構21
表2-1-2、適應性與不適應性求助行為之架構22
表3-3-1、本研究第一批樣本之抽樣學校與樣本人數分佈37
表3-3-2、本研究第二批樣本之抽樣學校與樣本人數分佈38
表3-4-1、因素分析、項目分析及信度考驗結果44
表4-1-1、受試者在缺動機、外在調整與逃避表現目標上得分之描述分析摘要表60
表4-1-2、受試者在個人因素上得分之描述統計分析摘要表61
表4-1-3、受試者在表現目標結構、精熟目標結構上得分之描述分析摘要表62
表4-1-4、女生與男生於不適應性學習組型上之差異分析 63
表4-2-1、不適應性學習組型之驗證性因素分析模式之13個測量指標的交互關係矩陣64
表4-2-2、不適應性學習組型之驗證性因素分析模式之估計參數值65
表4-2-3、不適應性學習組型一階驗證性因素分析模式之整體適配度考驗結果67
表4-2-4、不適應性學習組型一階驗證性因素分析之個別項目信度、潛在變項成分信度、平均變異抽取量68
表4-3-1、不適應動機變項與不適應情緒變項之典型相關分析摘要表69
表4-3-2、不適應動機變項對不適應認知變項之多元迴歸分析摘要表71
表4-3-3、不適應動機變項對不適應行為變項之多元迴歸分析摘要表73
表4-3-4、不適應情緒變項對不適應認知變項之多元迴歸分析摘要表75
表4-3-5、不適應情緒變項對不適應行為變項之多元迴歸分析摘要表…77
表4-3-6、不適應認知變項對不適應行為變項之多元迴歸分析摘要表79
表4-4-1、個人因素對不適應動機之多元迴歸分析摘要表82
表4-4-2、個人因素對不適應情緒之多元迴歸分析摘要表82
表4-4-3、個人因素對不適應認知之多元迴歸分析摘要表84
表4-4-4、個人因素對不適應行為之多元迴歸分析摘要表86
表4-5-1、情境因素對不適應性學習組型之多元迴歸分析摘要表88


圖目次
圖2-1-1、自我調整連續體17
圖3-1-1、研究架構圖33
圖3-5-1、不適應性學習組型量表驗證因素分析之模式架構圖51
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