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題 名 | 國小學生自我調整學習能力、對教師自我調整教學之知覺、動機信念與數學課業表現之相關研究=The Relationship among Children's Self-regulated Learning, Their Perceptions of Teachers' Instructions on Self-regulation, Motivational Beliefs, and Math Grades |
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作 者 | 林文正; | 書刊名 | 屏東師院學報 |
卷 期 | 22 2005.03[民94.03] |
頁 次 | 頁147-184 |
分類號 | 521.12 |
關鍵詞 | 自我調整學習能力; 對教師自我調整教學之知覺; 動機信念; 數學課業表現; Self-regulated learning; The perceptions of teachers' instructions on self-regulation; Motivational beliefs; Math grades; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的目的在探討國小學生的自我調整學習能力、對教師自我問卷調查法,以屏東縣市之國小六年級學生為母群,並以學校規模進行分層隨機抽樣,受試者共有529人。以自編之「自我調整學習能力量表」、「對教師自我調整教學之知覺量表」以及高石城編訂之「國小高年級數學態度量表」為研究工具。結果如下: 國小六年級學生的自我調整學習能力、對教師自我調整教學之知覺、動機信念對數學課業表現都有顯著的正相關,且三個變項兩兩之間的典型相關均達顯著,在焦慮方面則呈負相關。在預測數學課業表現方面,共可以獲得39.96%的預測力,其中以學前計劃、自我效能、工作價值達顯女生在對教師自我調整教學之知覺上優於男生。在自我調整學習能力上,男女無差異。在動機信念上,男生的數學自我效能優於女生,女生的數學焦慮高於男生。最後根據研超果,提出教學上之建議及未來研究等方面的建議作參考。 |
英文摘要 | The purpose of this study was to investigate the relationship among children's self-regulated learning, their perceptions of teachers' instructions on self-regulation, motivational beliefs, and math grades. Five hundreds and twenty-nine sixth graders were samples from eleven schools in Pingtung county. The students filled out "Scale of self-regulated learning", "Scale of the perceptions of teachers' instructions on self-regulation", and "Scale of motivational beliefs". Also, their math grades were obtained form the school administers. The major findings were as following: 1.There were significant canonical correlations between self-regulated learning and the children's perceptions of teachers' instructions on self-regulation, between self-regulated learning and between self-regulated learning and motivational beliefs, and between the perceptions of teachers' instructions on self-regulation and motivational beliefs. 2.There were significant positive correlation between self-regulated learning and math grades, between students' perceptions of teachers' instructions on self-regulation and math grades, and between three of the four subscales of motivational beliefs and math grades. The anxiety subscale and math grade showed negative correlations. 3.The forethought subscale of the Scale of Self-regulation, and the self-efficacy subscale and the task-value subscale of the Scale of Motivational Beliefs on significantly predicted the students' math grades. 4.Girls scored higher than boys in the forethought subscale and the monitoring and reflection subscale of the Perceptions of Teachers' Instructions on Self-regulation. No sex different was found in the volitional control subscale of the Scales of the Perceptions of Teachers' Instructions on Self-regulation and in all subscales of the Scale of Self-regulated Learning. As to motivational beliefs, boys had higher math self-efficacy, while girls had higher anxiety. According to the findings, implications and suggestions for future research of this study were discussed. |
本系統中英文摘要資訊取自各篇刊載內容。