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研究生:陳婉玉
研究生(外文):Chen,Wan-yu
論文名稱:國小英語分組與能力高低對學生的學習動機與學習投入之調節效果
論文名稱(外文):The Moderating Effects of English Ability Grouping on the Relationship of Learning Motivation and Learning Engagement of Elementary School Students with Different English Ability
指導教授:李宜玫李宜玫引用關係
指導教授(外文):Yi-Mei Lee
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:心理與諮商學系碩士班
學門:社會及行為科學學門
學類:心理學類
論文種類:學術論文
論文出版年:2010
畢業學年度:99
語文別:中文
論文頁數:147
中文關鍵詞:英語分組智力內隱理論自我效能學習投入
外文關鍵詞:English ability groupingimplicit theory of intelligenceself-efficacylearning engagement
相關次數:
  • 被引用被引用:48
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  • 下載下載:1083
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中文摘要

本研究旨在探討國小英語分組對於高低能力學生英語學習動機(智力內隱理論、自我效能)和學習投入關係之間的調節效果。本研究採調查研究法並輔以質性晤談,研究對象先以立意取樣選取桃園縣兩所(市區與郊區各一所)長期實施英語分組之國小高年級學生225人,再考量整體英語教學環境及水準配對兩所非英語分組學校之學生306人,共531位受試者。研究工具分別為「智力內隱理論量表」、「自我效能量表」、「學習投入量表」,經信、效度考驗以進行正式施測。蒐集的資料採獨立樣本二因子變異數分析及階層多元迴歸分析等統計方法驗證假設。本研究主要研究發現如下:
一、不同分組與能力的國小高年級學生在「智力本質論」、「自我效能」的二因子
變異數分析之交互作用均達顯著。
二、不同分組與能力的國小高年級學生在「行為投入」、「情緒投入」、「認知投入」
及「整體學習投入」的二因子變異數分析之交互作用均達顯著。
三、針對高英語能力的國小學生而言,「英語分組」對於「智力本質論」預測「行
為投入」有顯著的調節效果。
本研究結論如下:
一、英語分組對低能力學生的學習動機與學習投入均有高度正面的激發效果,如
能充分地「因材施教」,不但能使學生獲益,還可降低標籤效應。
二、在英語分組之下,高能力學生的自我效能、行為投入較非分組低,但有同儕
的刺激加上合適教材教法的優勢,分組對高能力者而言仍相當有利。
三、在分組脈絡的調節之下,應勉勵高能力學生持續用功,並提供符合程度的學
習任務,降低智力本質論,同時傳達智力漸增論,增進其行為投入。
最後,本研究依據上述研究結果,對實務教學及未來研究提出相關建議,以供參考。

Abstract

The main purpose of this study is to investigate the moderating effects of English ability grouping on the relationship of learning motivation (implicit theory of intelligence, self-efficacy) and learning engagement for elementary school students with high or low English ability.
Methods adopted include survey and interview. Four students were interviewed. The subjects include 225 students from two purposefully selected elementary schools in Taoyuan county (one is in urban area and the other is in suburban area). In the two schools, the English ability grouping is conducted for several years. The overall English teaching environment and level are considered to select 306 students of non-English ability grouping. The total number of the subjects is 531.
The tools of research include “Implicit Theory of Intelligence Questionnaire”, “Self-Efficacy Questionnaire”, and “Learning Engagement Questionnaire”. The tools are examined through factor and reliability analysis before the formal test. The collected data are analyzed through 2×2 ANOVA and hierarchical multiple regression analysis.
The main findings are as following:
1. The interaction effects of grouping and ability on the implicit theory and self-
efficacy are significant for the 5th and 6th grade students in the elementary schools.
2. The interaction effects of grouping and ability on the behavioral engagement,
emotional engagement, cognitive engagement and the whole learning engagement
are significant for the 5th and 6th grade students in the elementary schools.
3. For students with high English ability, the English ability grouping shows significant
moderating effect on entity theory predicting behavioral engagement.
The conclusions are as following:
1. English ability grouping shows highly positive motivation and engagement for
students with low English ability. If "teaching students in accordance with their
aptitude" is properly conducted, the students benefit and the labelling effects can
also be reduced.
2. In English ability grouping, the students with high English ability show lower
self-efficacy and behavioral engagement, compared with those in non-English
ability grouping. With many excellent classmates, and the advantage of appropriate
teaching ingredients and methods, the English ability grouping is still beneficial for
the students with high English ability.
3. In the moderation of grouping context, it is suggested to encourage the students with
high English ability to persist in studying hard, and to provide the proper learning
tasks. The entity theory should be lowered. The incremental theory should be
emphasized to improve the students' behavioral engagement.
Finally, based on the above results, the suggestions are described for practical usage and future study.

目錄
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 名詞解釋 5
第四節 研究範圍與限制 8
第二章 文獻探討 9
第一節 智力內隱理論 9
第二節 自我效能 20
第三節 學習投入 30
第四節 國小英語分組 42
第三章 研究方法 54
第一節 研究架構 54
第二節 研究假設 56
第三節 研究對象 57
第四節 研究工具 63
第五節 研究程序 75
第六節 資料分析與處理 77
第四章 研究結果與討論 79
第一節 研究變項之描述統計 79
第二節 不同分組制度、不同能力學生的學動機差異分析 80
第三節 不同分組制度、不同能力學生的學習投入差異分析 87
第四節 英語分組對高能力者的學習動機預測學習投入之調節效果 99
第五節 英語分組對低能力者的學習動機預測學習投入之調節效果 104
第五章 結論與建議 109
第一節 研究結論 109
第二節 研究建議 113
參考文獻 119
壹、中文部份 119
貳、英文部分 122
附錄 119
附錄一 施測指導語 133
附錄二 預試問卷 134
附錄三 正式問卷 138
附錄四 英語分組學生訪談大綱 142
附錄五 智力內隱理論量表之項目分析摘要表 144
附錄六 自我效能量表之項目分析摘要表 145
附錄七 學習投入量表之項目分析摘要表 146


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