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題 名 | 資優生與普通生學習動機、策略運用與後設認知能力之差異比較 |
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作 者 | 郭靜姿; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 10 1994.06[民83.06] |
頁 次 | 頁319-348 |
分類號 | 521.12 |
關鍵詞 | 資優生; 普通生; 學習動機; 策略運用; 後設認知能力; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在比較資優生與普通生在學習動機、策略運用與後設認知能力之差異。研究對象取自臺灣北區四所辦理數理資優教育的高中,受試總計466名,為高一學生,其中資優生143名,普通生323名。研究工具包括五種:成敗歸因量表、閱讀態度問卷、閱讀策略調查表、中文閱讀材料與評量題目及英文閱讀材料與評量題目。 研究結果發現資優學生的學習動機較普通學生積極;語文閱讀能力優於普通學生;資優組對於各種策略的難度評估大致低於普通組,兩組學生在多種策略的運用上有顯著差異;而在後設認知能力的差異上則難分軒輊。本研究亦發現學習動機與策略運用問有顯著的相關存在;但與代表後設認知之自我評估及自我預測正確性相關末達顯著水準。惟自我預測正確性與閱讀理解能力有高度正相關,可見後設認知能力與閱讀理解能力有正相關。研究者建議進一步比較不同閱讀能力學生在本研究各變項中的差異情形。 |
英文摘要 | Generelly speaking, gifted students possess high potential, but few studies have reported about their achievement attribution styles, learning strategy use, and metacognifive ability. In-deedly, teachers of the gifted often find some underachievers. Therefore, the purposes of this study were to explore the differences of gifted group and average group on learning motivation, strategy use, and metacomprehensive ability as well as the interrelationships among these three variables. The research results can be used to counsel and guide the underachievers in order to help them to develop their true potential for learning. The instruments employed in this study are as follows: 1. Success/Failure Questionnaire. 2. Reading Attitude Scale. 3. Strategy Use Questionnaire. 4. Chinese Reading Comprehension Test and Self Evaluation & Prediction Items. 5. English Reading Comprehension Test and Self Evaluation & Prediction Items. The subjects were 11th grade students selected from four senior high schools in northern Taiwan. There were nine classes, among these, 143 were identified as "gifted" and 323 were identified as "average". The results are listed following: 1. The gifted group reported lower tendency to "Avoid of Failure" than the average group on the "Success and Failure Questionnaire" 2. The gifted group also reported a more positive reading attitude than the average group on the "Reading Attitude Scale", even though they all came from the mathematically and scientifically talented classes. 3. The two, groups reported using different reading comprehensive strategies. The differences were especially significant on the English Reading Comprehension Test. 4. There was no significant difference on metacomprehensive ability between the two groups. 5. There were positivc correlations among need for achievement, reading attitude and strategy use ability. Negative correlations were found among avoidance of failure, reading attitude, strategy use and reading comprehcnsive ability. But there were no significant correlation- ships among motivational variables and metacognitive variables. While the correlation between reading comprehensive ability and self predictive ability was significantly positive. |
本系統中英文摘要資訊取自各篇刊載內容。