頁籤選單縮合
題 名 | 國小學童歸因方式與學業成就期望關係之研究 (摘要) |
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作 者 | 王大延; | 書刊名 | 國立臺灣師範大學教育研究所集刊 |
卷 期 | 27 1985.06[民74.06] |
頁 次 | 頁左95-103 |
分類號 | 521.1 |
關鍵詞 | 小學生; 期望; 學業成就; 歸因方式; |
語 文 | 中文(Chinese) |
英文摘要 | This study is based on the casual attribution theories of B. Weiner's and J.B. ROTTER's. It aims at studying the relationships between elementary School children's attribution forms and expectations of academic achievement, to be a guiding reference for school authority, teachers and parents, while they're educating children. The sample being studied is a group of 576 six-grade children, including 292 boys and 286 girls. They have received experimental research and completed four questionnaires, which include "Questionnaire A, B on Expectations of Academic Achievement" ,”S. Nowicki & B.R. Strickland Locus Scale", "Questionnaire on Attribution Forms of Academic Achievement", and "Academic Achievement Test I, II", while the contents of this study consist of four categories: (I)the differences of attributions forms and academic achievement expectations between children with parents of different educational level; (II) the relationships between failure's or success's academic achievement of locus of control & academic achievement expectation; (III) manipulating the stability of attribution forms to influence children's expectations of academic achievement; (IV) the relationships between attribution forms and expectations of academic achievement. The data acquired have undergone two-way ANOVA, three-way ANOVA, and stepwise multiple analysis, and result III the following conclusions: (I) The attribution forms of children with parents of higher educational level tend to be regression analysis oriented, and with higher expectations of academic achievement; and vice versa, the attribution forms of children with parents of lower educational level tend to be progression analysis oriented, and with lower expectations of academic achievement; and vice versa, the attribution forms of children with parents of lower educational level tend to be progression analysis oriented, and with lower expectations of academic achievement. (II) Children with higher expectations of academic achievement tend to contribute the failure of their academic achievement to the difficulties of tasks, yet contribute their success to their abilities and efforts; while children with lower expectations of academic achievement tend to contribute the failure of their academic achievement to the insufficiency of abilities, yet contribute their success to luck. (III) Having undergone the experiment of manipulating the stability of attributions, three groups of children - two experimental groups of children with high and low expectations of academic achievement respectively, and one controlled group – did not show significant difference in expectations of academic achievement. (IV) The correlation between children's, boys' as well as grils', attribution forms and expectations of academic achievement is of medium level. Boys' four aspects of expectations of academic achievement - teachers, parents, peer-group, self - decide 30% of their attribution forms, yet it is 38% for girls. The priority sequence of decisive importance is as follows: self, parents, teachers, and then peer-group. According to the above conclusions, this report proposes the follow: .g six suggestions: (I) School education should help to cultivate children's right ideas about expectations of academic achievement. (II)Well-prepared teaching environments are beneficial to provoking children's expectations of academic achievement. (III) Teachers should direct children to contribute their academic achievement to their efforts instead of abilities. (IV) Teachers should concern with children who are of low expectations of academic achievement. (V) Pay attention to the influences of parents and peer-group on children's expectations of academic achievement. (VI) Promote the ideal of equality in educational opportunity. |
本系統中英文摘要資訊取自各篇刊載內容。