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題 名 | 專科學生學習低成就的成因及學習困境之研究--以德明商專為例=Research of the Forming-reasons and Learning Difficulties in Low-achieving College Students--Using Takming Junior College as an Example |
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作 者 | 林梅琴; 黃佩娟; | 書刊名 | 德明學報 |
卷 期 | 16 2000.12[民89.12] |
頁 次 | 頁373-396 |
分類號 | 525.778 |
關鍵詞 | 低學業成就; 學習動機; 學習態度; 學習成就歸因; 讀書習慣; 讀書行為; 讀書策略; Low achievement; Learning motivation; Learning attitude; Achievement attribution; Learning habits; Learning strategies; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要是以高成就學生為參照比較對象,期能透過研究結果的發 現,找出影響專科生學習低成就之成因與學習困境,提供教育與輔導相關工作者 參考。本研究之母群的選定是以德明商專七科中的五個科高、低成就學生為母 群,由母群中隨機各抽取三名學生作為本次研究的樣本。總共抽取樣本300名, 高、低成就各150名,回收問卷292份,回收率約為97,有效問卷為288份,佔總 抽樣人數之96。結果發現,影響學業成就的主要因素,以學生個人本身因素的影 響最大,其中又以個人的學習動機影響最大,亦即當學生對自己的學習具有目標 或明確的動機時,較有助於其個人的學習。而且當學生對自己的學習成果較有信 心、相信努力可以有較好的成續表現。因此,改變學生對自我的認知,對於提升 學習動機是有幫助的。 |
英文摘要 | The main purpose of this research is to use high-achieving students as a reference group tofind out the forming-reasons and learning difficulties in low-achieving college students for thepurpose of providing empirical evidence to teachers and counselors in helping students. Theselected population of the study was the high and low-achieving students in five out of sevendepartments at Takming College. Three students were chosen from each high andlow-achieving student group as the sample of the study. The total of 300 subjects was selected.Each high and low-achieving group had 150 subjects. There were 292 questionnaires werereturned. The return rate was approximately 97. Out of 292 respondents, the valued respondents were 288, approximately 96 return rate in the entire sample. The results of thepresent study revealed that the major reason influenced learning achievement was studentsthemselves, especially by self-learning motivation. In other words, when students knew theobjectives of their learning or learning motivation, it was more likely to help students learn.Also, when students were more self-confident in their own learning as well as believing in theirdevotion in learning, the students were more likely to have better achievement. Therefore,changing students' cognition of themselves has the positive impact in promoting learningmotivation. |
本系統中英文摘要資訊取自各篇刊載內容。