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題名 | 以讀書治療挑戰低成就學生之知識信念的實驗研究:The Challenging of Underachievers' Epistemological Beliefs:The Approach of Bibliotherapy |
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作者 | 唐淑華; Tang, Shu-hua; |
期刊 | 中華輔導學報 |
出版日期 | 20000300 |
卷期 | 8 2000.03[民89.03] |
頁次 | 頁21-50 |
分類號 | 527.44 |
語文 | chi |
關鍵詞 | 知識信念; 信念改變; 學習動機; 讀書治療; 學習輔導; Epistemological beliefs; Beliefs change; Intrinsic motivation; Bibliotherapy; Learning guidance; |
中文摘要 | 本研究之主要目標在設計一為期九週之輔導方案,藉由挑戰青少年之知識信念以提升其學習動機、學習習慣與學業成就。由於從文獻探討中得知,知識信念與學習有非常密切的關係,然而目前國內有關知識的信念的研究多半以相關方式進行調查,而缺乏以實驗方式進行信念之改變,因此本研究擬設計一套以讀書治療為主的輔導方案,以低成就高一學生為對象,藉Davis(1971)之「挑戰信念理論」,針對這些學生之知識信念進行挑戰,借以提 其學習動機、學習習慣與學業成就。研究結果雖然未支持任何假設,且亦沒有明顯的改善學生之月考成績,然而針對未來研究,研究者亦提出多項建議。 |
英文摘要 | The purpose of this study was to design a 9-week intervention program by using the bibliotherapy to change students'epistemological beliefs in order to improve their intrinsic motivation. The close relationship between students'epistemological beliefs and their learning was known from the literature review. However, most studies in this field were conducted using the correlational methods. Therefore, the present study used a quasi-experimental design to change students'beliefs. The 10th grade senior high underachieved students were challenged through bibliotherapy. It is hoped that through this study, we have better understanding about adolescence and thus we can provide more constructive advice for teachers to achieve quality education. In this study, a Chinese version of SEQ was developed, and the coefficients of reliability and validity were also reported. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。