頁籤選單縮合
題 名 | 時間壓力、屬性數量及選項數量變化情況對決策行為之影響研究=Studies on Decision Behavior Under the Situation of Time Pressure, Numbers of Attribute and Numbers of Alternative |
---|---|
作 者 | 林清山; 金樹人; 林正昌; | 書刊名 | 教育心理學報 |
卷 期 | 29 1997.09[民86.09] |
頁 次 | 頁1-24 |
分類號 | 171.457 |
關鍵詞 | 決策行為; 歷程追蹤; 作業複雜性; 決策策略; Decision behavior; Task complexity; Process tracing; Decision strategy; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的目的在:1.探討常模參照、努力分數回饋、合作學習、以及合作 學習與努力分數回饋混合等四種成績回饋方式對國中生數學科的學習動機、學習 策略、學習態度及學業成就的影響是否有差異。2.探討成績回饋方式與能力水準 對國中生的學習動機、學習策略、學習態度及學業成就是否有交互作用。本研究 採3(低中高數學能力水準)x4(四種回饋方式)x2(前後測階段)三因子重複量數設計 進行。受試者為國中二年級學生336名,受試者分派到不同實驗情境,是以原班 級為單位。依變項為自我效能、成敗歸因、舉習目標導向等動機變項;學習感受、 班級氣氛、教師教學等學習態度變項、學習策略及數學科成就測驗分數。所蒐集 之資料以變異數分析處理。結果發現:(1)回饋方式與能力水準在學習目標導向與 表現目標導向有交互作用存在。(2)合作學習組比常模參照組及努力回饋組在班 級氣氛上較融洽,而常模參照組有逃避學習及將成功歸之運氣的傾向。(3)高能 力學生呈現勝任的動機類型,而低能力學生呈現習得無助的動機類型。文末討論 不同成績回饋方式對於促進學習效果的影響。 |
英文摘要 | The purposes of this study were: (1) to examine the effects of fourtypes of feedback, including cooperative learning, effort-score feedback,normative feedback, and the combination of cooperative learning and effortscore feedback, on students' motivation, learning strategies, math achievement, and responses toward feedback. (2) to examine the interactioneffects between math ability levels and types of feedback on students'motivation, learning strategies, math achievement, and responses towardfeedback. A 3 (high, middle, and low level of math ability) X 4 (types offeedback) x 2 (stages) factorial design was adopted. Three hundred andthirty-six junior high students in intact classes were selected andrandomly assigned to four feedback conditions. The dependent variablesincluding goal-orientation, learning strategies, self-efficacy, attribution, selfsetting goal, and math achievement were assessed. Three-way ANOVAwas employed to analyze the data. The results indicated: (1) that theinteraction effects between ability levels and types of feedback werelimited, only significant on goal-orientation. (2) that the effects of cooperative learning were salient on classroom climate and math achievement, and(3) that low-ability students in each feedback group consistently showedlearned helplessness pattern. The educational implications and interventionswere also discussed. |
本系統中英文摘要資訊取自各篇刊載內容。