臺灣博碩士論文加值系統

本研究之目的為探討國中學生以團體或個別實施課後教學後，人格特質對數學科學業成就之預測力是否具有差異性。本研究採問卷調查法，立意取樣新北市、台北市坊間高中(職)補習班高一之學生，得國中時曾實施團體課後教學者208名、個別課後教學者154名，以課後學習方式為調節變項進行分析。研究結果為：(一) 參與課後補習教育之學生有較高嚴謹性的人格取向。(二)課後學習施以團體教學與個別指導之國中生在人格特質的「開放性」、「外向性」具顯著差異(三)國中生人格特質之「友善性」與「學業成就」，呈現出顯著正相關，並且具有預測力。(四)國中生人格特質之「嚴謹性」與「數學科學業成就」，呈現出顯著正相關，且具有預測力。(五)國中生人格特質之「神經質」與「數學科學業成就」，呈現出顯著負相關，且具有預測力。(六)「嚴謹性」、「神經質」對於學業成就之預測力，在個別指導組與團體教學組之差異未達顯著之標準。

The purpose of this study is to explore whether there is a difference in the predictive power of personality traits in mathematics learning achievement of junior high students who attend after-school teaching programs by groups or individuals. This study adopted a questionnaire survey and puposive sampling method. The sample is grouped by recieving group teaching and individual teaching, and group teaching have 208 students, individual teaching have 154 students.The data was analyzed by simple regression analysis.There are 6 conclusions of the study. (1) The personality traits of junor high students who participate in after- school teaching programs are mostly characterized by " conscientiousness personality". (2)There is a significant diffence of " openness personality" and "extraversion personality" between attending after-school teaching programs by groups or individuals. (3) There is a significant positive correlation between student’s " agreeableness personality" and " mathmatics learning achievement".And " agreeableness personality" also have significant predictive power for mathmatics achievement. (4)There is a significant positive correlation between student’s " conscientiousness personality" and " mathmatics learning achievement". And " conscientiousness personality" also have significant predictive power for mathmatics achievement. (5) Student’s " neuroticism personality " and " mathmatics learning achievement" are significantly negatively correlated. And " neuroticism personality" also have significant predictive power for mathmatics achievement. (6) The predictability of " conscientiousness personality" and "emotional stability personality" for mathmatics achievement have no significantly differentce between the individual teaching group and the group teaching group.

中文摘要 i
英文摘要 iii
目 次 v
表 次 vii
圖 次 viii
第一章 緒論1
第一節 研究背景與動機1
第二節 研究目的與問題2
第三節 名詞釋義2
第二章 文獻探討7
第一節 人格特質7
第二節 人格特質與學業成就之相關研究11
第三節 班級人數與學業成就之相關研究12
第三章 研究方法17
第一節 研究對象17
第二節 研究工具17
第三節 研究架構20
第四節 研究假設20
第五節 研究施測與資料處理21
第四章 研究結果分析與討論23
第一節 國中生學業成就與人格特質之現況23
第二節 不同課後學生在人格特質、學業成就之差異情形25
第三節 人格特質與學業成就之關係28
第四節 預測以課後學習方式對人格特質與學業成就之調節功能29
第五章 結論與建議33
第一節 研究結論33
第二節 研究建議35
參考文獻38
一、 中文部分38
二 、英文部分40
附錄44
附錄一 自編學生問卷44
附錄二 人格特質量表45

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