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研究生: 杜麗君
Tu, Li-Chun
論文名稱: 目標設定訓練課程對不同能力水準國小學生後設認知、動機、自我調整學習與數學學業表現影響之效果研究
The influence of training program on goal-setting to metacognition, motivation, self-regulated learning and mathematical learning performance of elementary school students with the different ability levels
指導教授: 毛國楠
Mao, Kuo-Nan
學位類別: 碩士
Master
系所名稱: 教育心理與輔導學系
Department of Educational Psychology and Counseling
論文出版年: 2006
畢業學年度: 94
語文別: 中文
論文頁數: 187
中文關鍵詞: 目標設定後設認知動機自我調整學習數學學業表現
英文關鍵詞: goal-setting, metacognition, motivation, self-regulated learning, math achievement
論文種類: 學術論文
相關次數: 點閱:233下載:67
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  • 本研究主要目的是:1.探討「目標設定訓練課程」對不同能力水準國小學生在後設認知表現上的影響;2.探討「目標設定訓練課程」對不同能力水準國小學生在動機表現上的影響;3.探討「目標設定訓練課程」對不同能力水準國小學生在自我調整學習表現上的影響;4.探討「目標設定訓練課程」對不同能力水準國小學生在數學學業表現上的影響;5.根據研究結果,提出具體建議,作為學習輔導與教師推動「目標設定訓練課程」之參考。

    本研究採「不等組前測-後測」準實驗設計,以苗栗縣某國小五年級的學生為研究對象,隨機選取兩班作為實驗組,兩班為控制組,每班30人,共計研究對象120人,其中實驗組60人、控制組60人。實驗組接受八個階段,每階段兩個單元、共十六個單元,每單元40分鐘(一節),共計十六節的實驗課程。以目標設定訓練課程、後設認知量表、動機量表、自我調整學習量表、數學期中與期末多元評量成績為研究之工具,以前後測的得分,進行三因子混合設計多變量變異數分析、三因子混合設計單變量變異數分析,主要發現如下:

    一、後設認知方面:1.實驗教學對低、中、高不同能力水準國小學生之後設認知表現差異並不顯著;2.對實驗組學生在「目標設定」、「自我監控」、「自我評價」、「自我修正」之後設認知表現有提升的效果。
    二、動機方面:實驗教學對「低能力水準」國小學生在「工作價值」、「能力信念」、「精熟目標導向」之動機表現有提升的效果。
    三、自我調整學習方面:1.對「低能力水準」國小學生在「自我效能提升」、「以負面誘因為基礎」、「情緒控制」之行動控制策略前後測表現上有交互作用;2.對於不同能力水準學生在「認知策略表現」之差異上,呈現「高能力」水準學生優於「中能力」水準學生,「中能力」水準學生優於「低能力」水準學生。
    四、數學學業表現方面:1.對於低、中、高不同能力水準學生之數學學業表現差異並不顯著2.對實驗組學生在數學學業表現有提升的效果。

    最後將研究發現,歸納成結論,並根據研究結果提出具體建議以供未來研究與教學上之參考。

    The purpose of this study were :1) to investigate the effect of the program on the metacognition performance of elementary school students with the different ability levels;2) to investigate the effect of the program on the motivation performance of elementary school students with the different ability levels;3) to investigate the effect of the program on the self-regulated learning performance of elementary school students with the different ability levels;4) to investigate the effect of the program on the math achievement of elementary school students with the different ability levels; 5)to provide suggestions for the implementation of goal setting into math curriculum in elementary school.

    The design of nonequivalent pretest-posttest control group, as quasi-experiment design, was applied to the study. There are totally 60 students in the experiment group and 60 students in the comparison group. The instruments utilized to examine the metacognition performance, motivation performance, self-regulated learning performance, and math achievement of elementary school students with the different ability levels were “metacognition scale”, “motivation scale”, “self-regulated learning scale”, and “math accomplishment”. The collected data were analyzed by Mixed-designed three-way MANOVA and ANOVA. The findings were presented as the following:

    1. As for metacognition, the training program on goal-setting had no significant effects on elementary school students with the different ability levels. However, students in experiment group demonstrated remarkable superiority in metacognition performance over that in comparison group.
    2. As for motivation, the training program on goal-setting had significant effects on elementary school students with the low ability level.
    3. As for action control strategies of self-regulated learning, the training program on goal-setting had significant effects on elementary school students with the low ability level. As for cognitional strategies of self-regulated learning, the training program on goal-setting had significant effects on elementary school students with the high ability level.
    4. As for math achievement, the training program on goal-setting had no significant effects on elementary school students with the different ability levels. However, students in experiment group demonstrated remarkable superiority in math accomplishment over that in comparison group.

    Based on the results of this study, the researcher also provided several suggestions for further development of goal-setting schooling and research.

    目 錄 中文摘要…………………………………………………………………………Ⅰ 英文摘要…………………………………………………………………………Ⅱ 目錄………………………………………………………………………………Ⅳ 附表目次…………………………………………………………………………Ⅵ 附圖目次…………………………………………………………………………Ⅸ 第一章 緒 論…………………………………………………… 1 第一節 研究動機與目的……………………………………………………1 第二節 研究問題與假設……………………………………………………5 第三節 名詞釋義……………………………………………………………6 第四節 研究範圍與限制……………………………………………………7 第二章 文獻探討…………………………………………………9 第一節 目標設定理論與工作表現…………………………………………9 第二節 後設認知理論之探討………………………………………………17 第三節 學習動機理論之探討………………………………………………26 第四節 自我調整學習理論之探討…………………………………………34 第五節 目標設定訓練課程之探討…………………………………………42 第三章 研究方法…………………………………………………50 第一節 研究架構與設計……………………………………………………50 第二節 研究對象……………………………………………………………52 第三節 研究工具……………………………………………………………53 第四節 實施過程……………………………………………………………60 第五節 資料處理與分析……………………………………………………62 第四章 研究結果…………………………………………………64 第一節 目標設定訓練課程對後設認知的影響效果………………………64 第二節 目標設定訓練課程對動機的影響效果……………………………73 第三節 目標設定訓練課程對自我調整學習歷程的影響效果……………81 第四節 目標設定訓練課程對數學學業成績的影響效果…………………99 第五章 討 論…………………………………………………107 第一節 後設認知表現之討論………………………………………………107 第二節 動機表現之討論……………………………………………………111 第三節 自我調整學習表現之討論…………………………………………113 第四節 數學學業表現之討論………………………………………………118 第六章 結論與建議………………………………………………121 第一節 結 論………………………………………………………………121 第二節 建 議………………………………………………………………125 參考文獻…………………………………………………………………………130 中文部分………………………………………………………………………130 英文部份………………………………………………………………………134 附錄………………………………………………………………………………143 附錄一 後設認知量表………………………………………………………144 附錄二 後設認知量表的因素分析與項目分析摘要表……………………146 附錄三 內在動機量表………………………………………………………147 附錄四 內在動機量表的因素分析與項目分析摘要表……………………149 附錄五 行動控制策略量表…………………………………………………150 附錄六 行動控制策略量表的因素分析與項目分析摘要表………………151 附錄七 認知策略量表………………………………………………………152 附錄八 目標設定訓練課程教學活動設計…………………………………153 附表目次 表1-1 近年國內教育領域之學位論文關於目標設定研究之一覽表………3 表2-2-1 學者對後設認知之定義………………………………………………18 表2-5-1 Frayne & Latham 設計之目標設定訓練課程 ……………………44 表2-5-2 本研究之目標設定訓練課程內容概要………………………………46 表3-1-1 本研究之研究設計……………………………………………………51 表3-2-1 實驗組與控制組人數表………………………………………………52 表3-2-2 實驗組中低、中、高能力組人數表…………………………………52 表3-2-3 控制組中低、中、高能力組人數表…………………………………52 表3-3-1 後設認知量表預試之內部一致性分析………………………………54 表3-3-2 後設認知量表之相關分析摘要表……………………………………55 表3-3-3 內在動機量表之相關分析摘要表……………………………………56 表3-3-4 行動控制量表之相關分析摘要表……………………………………57 表4-1-1 組別、能力與前後測在後設認知測驗表現上………………………64 的平均數、標準差及細格人數 表4-1-2 組別、能力與前後測在後設認知測驗表現上………………………66 的三因子混合設計多變量變異數分析摘要表 表4-1-3 組別×前後測(A×C)交互作用顯著後的單純………………………68 主要效果考驗摘要表 表4-1-4 實驗組與控制組在後設認知各分量表前測與………………………70 後測平均數差異之的事後比較結果 表4-1-5 實驗組在後設認知各分量表前後測平均數差異……………………71 之事後比較結果 表4-1-6 能力之單純主要效果考驗摘要表……………………………………71 表4-1-7 能力之平均數差異的事後比較摘要表………………………………72 表4-2-1 組別、能力與前後測在動機量表表現上的…………………………73 平均數、標準差及細格人數 表4-2-2 組別、能力與前後測在動機量表表現上的…………………………75 三因子混合設計多變量變異數分析摘要表 表4-2-3 組別、能力與前後測(A×B×C)交互作用顯著後……………………76 的單純主要效果考驗 表4-2-4 組別與前後測在能力(AC在B3)上之交互作用……………………78 顯著後的單、單純主要效果考驗 表4-2-5 實驗組與控制組低能力學生之前測平均數差異 ……………………79 (A在C1B3)的事後比較 表4-2-6 實驗組與控制組低能力學生之後測平均數差異 ……………………80 (A在C2B3)的事後比較 表4-2-7 實驗組低能力學生之前後測平均數差異……………………………81 (C在A1B3)的事後比較 表4-3-1 組別、能力與前後測在行動控制策略量表…………………………82 表現上的平均數、標準差及細格人數 表4-3-2 組別、能力與前後測在行動控制策略量表…………………………84 表現上的三因子混合設計多變量變異數分析摘要表 表4-3-3 組別、能力與前後測(A×B×C)交互作用顯 ………………………85 著後的單純主要效果考驗 表4-3-4 組別與前後測在能力(AC在B3)上之交互作用 …………………87 顯著後的單、單純主要效果考驗 表4-3-5 實驗組低能力學生之行動控制策略前後測…………………………88 (C在A1B3)平均數差異的事後比較 表4-3-6 組別、能力與前後測在認知策略量表上的…………………………89 平均數、標準差及細格人數 表4-3-7 組別、能力與前後測在認知策略量表表現上………………………90 的三因子混合設計多變量變異數分析摘要表 表4-3-8 組別、能力與前後測(A×B×C)交互作用顯著後 …………………91 的單純主要效果考驗 表4-3-9 組別與能力在認知策略量表前後測(AB在C2) …………………92 上之交互作用顯著後單、單純的主要效果考驗 表4-3-10 實驗組與控制組之高能力水準學生在認知策略量表 ……………92 前後測(AC在B1)上之交互作用顯著後的單、單純主要效果考驗 表4-3-11 實驗組與控制組之中能力水準學生在認知策略量表 ……………93 前後測(AC在B2)上之交互作用顯著後的單、單純主要效果考驗 表4-3-12 實驗組與控制組之低能力水準學生在認知策略量表 ……………93 前後測(AC在B3)上之交互作用顯著後的單、單純主要效果考驗 表4-3-13 實驗組之能力與前後測(BC在A1)交互作用顯著………………94 後的單、單純主要效果考驗 表4-3-14 實驗組與控制組之三種能力學生在認知策略後測 ………………95 平均數差異的事後比較 表4-3-15 實驗組三種能力學生在認知策略前後測平均數差異 ……………96 的事後比較 表4-3-16 實驗組低、中、高能力學生之認知策略前測平均數…………… 97 差異的事後比較 表4-3-17 實驗組低、中、高能力學生之認知策略後測平均數…………… 97 差異的事後比較 表4-3-18 實驗組三種能力學生分別在前測、後測平均數差異…………… 98 的單、單純主要效果考驗之效果量摘要表 表4-3-19 控制組低、中、高能力水準學生之後測………………………… 98 (B在A2C2)的事後比較 表4-3-20 實驗組三種能力學生與控制組三種能力學生…………………… 98 分別在後測平均數差異的單、單純主要效果考驗效果量摘要表 表4-4-1 組別、能力與前後測在數學學業表現上的平均數 ……………… 99 、標準差及細格人數 表4-4-2 組別、能力與前後測在數學學業表現上的三因子 ………………101 混合設計多變量變異數分析摘要表 表4-4-3 組別×前後測(A×C)交互作用顯著後的單純主要效果考驗 ……102 表4-4-5 各組數學學業表現之前後測平均數差異的事後比較 ……………102 表4-4-6 實驗組前後測(C在A1)與控制組前後測(C在A2) …………103 的單純主要效果考驗效果量摘要表 表4-4-7 能力×前後測(B×C)交互作用顯著後的單純主要效果考驗 ……103 表4-4-8 低、中、高能力學生之前測(B在C1)平均數差異的 …………104 事後比較 表4-4-9 低、中、高能力學生之後測(B在C2)平均數差異的 …………104 事後比較 表4-4-10 三種能力水準學生數學學業表現之前後測平均數差異…………105 的事後比較 表4-4-11 前後測在能力的單純主要效果考驗效果量摘要表………………105 附圖目次 圖2-1-1 高表現循環模式………………………………………………………14 圖2-1-2 目標難度與工作表現之關係…………………………………………16 圖2-2-1 Flavell的後設認知模式 ……………………………………………20 圖2-2-2 Brown的後設認知模式 ………………………………………………23 圖2-3-1 指定目標、自我效能、自定目標與工作表現之關係 ………………33 圖3-1-1 研究架構圖 ……………………………………………………………50 圖3-5-1 研究實施流程圖 ………………………………………………………60

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