國中生後設認知能力與個人特質之相關研究

Abstract

本研究旨在探討國中生的後設認知能力與個人特質間的相關情形，及比較不同背景變項在後設認知能力及個人特質上的差異情形。研究者依據Flavell 後設認知理論編製研究工具，選取臺北市、臺北縣共八所國中的七至九年級學生為研究對象，共計718人，以問卷調查法進行資料蒐集，根據受試者在研究工具的反應進行統計分析，並獲得下述結果： 一、國中生後設認知能力不因性別、年級、出生序及父、母親職業類型之不同而有差異。 二、父親教育程度在自我監控、事物監控、策略監控和全量表達到顯著差異；母親教育程度亦在三個分量表和全量表達顯著差異。研究結果顯示父母教育程度較高者（特別是大學以上教育程度），子女的後設認知能力表現也較佳。 三、性別在國中生個人特質的樂觀開放、友愛親密與決策能力達到顯著差異，但個人特質不因年級、出生序、父母教育程度及職業類型不同而有差異。 四、國中生後設認知能力和個人特質有兩組典型相關存在：一為後設認知經驗越佳時，其決策自信表現越佳；另一為後設認知知識越佳時，其情緒互動程度越佳。 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 main purpose of the study was to explore the relationship between metacognition and personal trait. This study was also designed to compare the metacognition and personal trait of students with different backgrounds (grade, sex, birth order, parental educational level and profession). The researcher produced the scale according to metacognition theory of Flavell. The subjects involved were 718 students from Grade 7 to Grade 9 in 8 junior high schools in the city of Taipei and the county of Taipei. The questionnaire investigation was used for data collection. Data obtained in this study were analyzed by quantitative analysis. The major findings of the study were: 1.Metacognition were not significantly different among students of different grade, gender, birth order, parental educational background and parental profession. 2.The educational background of the fathers had obvious differences in the three branch scales and the full scale of the scale of junior high school students’metacognition. The educational background level of the mothers has also significantly differences in the three branch scales and the full scale. The result of this research shows that the higher the educational background level of the parents (especially above the university graduation level) was, the better the metacognition of the students was. 3.The optimistic, fraternity and counsel branch scales of the scale of personal traits were significantly different among students of different gender, but significant differences were not found among students of different grade, birth order, educational background levels and parental profession. 4.Two types of canonical correlation were found between metacognition and personal traits in junior high school students. One is that the berrer the metacognitive experiences was, the better the decision-making confidence was. Another is that the berrer the metacognitive knowledge was, the better the emotional interaction was. Based on the results of this study, the researcher also provided several suggestions for further development of goal-setting schooling and research.