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題 名 | 成績回饋方式對不同能力水準國中生數學科的學習動機、學習策略、學習態度與學業成就之影響=Effects of Types of Feedback and Ability Levels on Junior High School Students' Academic Motivation, Learning Strategies, Attitude and Math Achievement |
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作 者 | 毛國楠; | 書刊名 | 教育心理學報 |
卷 期 | 29 1997.09[民86.09] |
頁 次 | 頁117-135 |
分類號 | 521.12、521.12 |
關鍵詞 | 常模參照; 努力分數回饋; 合作學習; 學習動機; 學習態度; Normative feedback; Effort-score feedback; Cooperative learning; Motivation; Attitude for learning; |
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、學習 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 four types of feedback, including cooperative learning, effort-score feedback, normative feedback, and the combination of cooperative learning and effort-score feedback, on students' motivation, learning strategies, math achieve-ment, and responses toward feedback. (2)to examine the interaction effects between math ability levels and types of feedback on students' motivation, learning strategies, math achievement, and responses toward feedback. A 3(high, middle, and low level of math ability)x4(types of feedback)x2(stages) factorial design was adopted. Three hundred and thirty-six junior high students in intact classes were selected and randomly assigned to four feedback conditions. The dependent variables including goal-orientation, learning strategies, self-efficacy, attribution, self-setting goal, and math achievement were assessed. Three-way ANOVA was employed to analyze the data. The results idicated:(1)that the interaction effects between ability levels and types of feedback were limited, only significant on goal-orientation. (2) that the effects of coopera-tive learning were salient on classroom climate and math achievement. and (3) that low-ability students in each feedback group consistently showed learned helplessness pattern. The educational implications and interventions were also discussed. |
本系統中英文摘要資訊取自各篇刊載內容。