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題名 | The Investigation of a LISREL Achievement Model=使用LISREL結構化模型測試模擬的學習成就模型 |
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作 者 | 周惠文; | 書刊名 | 中華心理學刊 |
卷期 | 33 1991[民80.] |
頁次 | 頁59-75 |
分類號 | 521.3 |
關鍵詞 | LISREL結構化模型; 學習成就; |
語文 | 英文(English) |
中文摘要 | 本研究目的是在驗證一些特定變數與學習成就間的因果關係模型是否能成立。其中最主要的是在探究二個時間變數: 做功課的時間以及TSL/TTL 的時間比值, 對於學習成就的相對影響力。本研究使用一個數學敎學單元來收集所需要的資料。共有一八O位臺灣北區某國中的一年級男女學生參加。這個數學敎學單元以班級爲單位,共進行四次每次各二小時。本敎學單元主要在收集TSL 、TTL 二項變數的査料,以及個人相關背景資料。 本研究使用線性結構化關係技術來分析並評估所提的模擬學習成就模型。此一模擬的學習成就模型包括五個預測變數: 性別、性向能力、先前學習成就、TSL/TTL 的時間比值、以及做功課的時間。這五個變數是用來預測數學科的學習成就。 模型驗證結果發現在數學科的學習成就上,有顯著的性別差異,也就是無論在任何一次數學測驗中,女生的平均要比男生好。而時間比值的變數也比做功課的時間這一變數要有更好的預測能力。另一個發現是男女生顯著不同的結構化模型,意卽男女生不同的學業表現顯示在不同的線性結構化模型上,這也可以看出男女生截然不同的學習方式及學習歷程。 |
英文摘要 | The purpose of the present study was to examine the causal effects of selected variables on learning performance. Specifically, this study investigated the relative importance of two types of time variables, that is, homework time and the ratio of time spent in learning (TSL) to time needed for learning (TTL). A total of 180 seventh graders from a junior high school in Taiwan, were used as subjects. A teaching unit involving a mathematics learning task was conducted to estimate TSL and TTL. Students' personal information was collected from their mathematics teachers, the school counselor, and a questionnaire. The linear structural relations (LISREL) technique was employed as the main analytical tool to evaluate a proposed achievement model with gender, numerical ability, prior knowledge, time ratio, and homework time as antecedent variables. A significant difference in achievement for boys and girls was found; that is, girls consistently performed better than boys in all achievement variables. Since there was no gender difference in numerical ability, what caused the achievement differences brought to our attention. Regarding the relative importance of two types of time variables, it was found that the time ratio was a much better predictor of achievement in overall and boys groups whereas tutorial homework time was a better predictor of girls'achievement. This finding may be explained by differences in study patterns for boys and girls. After covariance structure analyses were performed for separate gender groups, it was found that there were large gender differences in structural relationships. That is, girls benefited more from tutorial homework time whereas boys benefited more from total homework time. In other words, tutorial and total homework time had differential effects on boys' and girls' achievement and boys and girls did have different study patterns. In addition to this, tutorial homework time also served as a powerful mediating variable to compensate for the lower direct effects of numerical ability on achievement for girls. The largest gender differences came from the effect of numerical ability on achievement, 0.517 for girls and 0.192 for boys. The above results suggested that part of the gender differences in achievement may be explained by the large direct effects of tutorial homework time on girls'achievement. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。