國中補救教學學生與一般學生在知識信念、學習動機、行動控制與學習策略之比較研究
Abstract
本研究主要目的在於探討國中補救教學學生與一般學生在知識信念、學習動機、行動控制與學習策略之比較研究。以桃園縣18所國中於102年度第四期有辦理補救教學的七、八、九年級的學生為研究參與者，分別為補救教學學生300位，一般學生311位為樣本。以問卷量表來測量國中生的知識信念、學習動機、行動控制及學習策略，以獨立樣本t檢定了解在補救教學學生與一般學生在這四個變項上的顯著差異情形，進而以結構方程模式來分析四者間的影響情形。
主要研究結果如下：補救教學學生和一般學生在十五個量表中，除了在學習動機中的態度、興趣量表及行為控制中的情意控制、情境控制等四個量表沒有顯著差異外，其餘的十一個量表，都有顯著差異。在結構模式的影響徑路上，則兩組學生的模式相同─知識信念會透過學習動機及行動策略來影響學習策略。最後，依據研究結果而提出相關的實務應用及建議。
The purpose of this research is to compare the differences between junior high school remedial and normal students in epistemological beliefs, academic motivation, action control, and learning strategies. The research participants in this study were the seventh, eighth, and ninth graders of the eighteen junior high schools in Taoyuan. 311 of the subjects were normal students and 300 attended the fourth section remedial courses in 2014. The questionnaires and scales were conducted to examine junior high school students’ epistemological beliefs, academic motivation, action control, and learning strategies. The independent-sample t-test was used to present the significant differences between remedial and normal students in these four variables in order to analyze the influences among the four variables by using structural equation modeling. Results of this study showed that there was no significant difference between remedial and normal students’ attitudes and interests of academic motivation, affective and situational control of action control among the scales. Meanwhile, the significant difference existed in the other eleven scales. The influential paths of structural modeling of the two groups are similar ─ Epistemological beliefs may influence their learning strategies through academic motivation and action control. Finally, according to the research results, the related applications and suggestions are provided.
The purpose of this research is to compare the differences between junior high school remedial and normal students in epistemological beliefs, academic motivation, action control, and learning strategies. The research participants in this study were the seventh, eighth, and ninth graders of the eighteen junior high schools in Taoyuan. 311 of the subjects were normal students and 300 attended the fourth section remedial courses in 2014. The questionnaires and scales were conducted to examine junior high school students’ epistemological beliefs, academic motivation, action control, and learning strategies. The independent-sample t-test was used to present the significant differences between remedial and normal students in these four variables in order to analyze the influences among the four variables by using structural equation modeling. Results of this study showed that there was no significant difference between remedial and normal students’ attitudes and interests of academic motivation, affective and situational control of action control among the scales. Meanwhile, the significant difference existed in the other eleven scales. The influential paths of structural modeling of the two groups are similar ─ Epistemological beliefs may influence their learning strategies through academic motivation and action control. Finally, according to the research results, the related applications and suggestions are provided.
Description
Keywords
知識信念, 學習動機, 行動控制, 學習策略, Epistemological Beliefs, Academic Motivation, Action Control, Learning Strategies