國小五年級學童認知風格、後設認知能力、情緒智力與學習動機之相關研究

Date
2010
Authors
許斐涵
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Abstract
本研究主旨在探討國小五年級學童的認知風格、後設認知能力、情緒智力與學習動機之間的關係。主要目的在於了解不同認知風格類型之國小學童在後設認知能力、情緒智力的差異性,以及探討國小學童認知風格、後設認知能力與情緒智力的關連性,並進一步分析國小學童認知風格、後設認知能力、情緒智力對學習動機的預測情形。 本研究採「問卷調查法」,以732名分佈於台北市、台北縣、桃園市、新竹市、新竹縣等地區的國小五年級學生為研究對象,並使用「國小學童認知風格量表」、「國小學童後設認知能力量表」、「國小學童情緒智力量表」、「國小學童學習動機量表」等調查工具。所得資料以獨立樣本t檢定、典型相關分析、逐步迴歸分析等統計方法來進行資料處理,綜合整個研究結果,本研究的結果分項概述如下: 一、認知風格為「分析型」的學童,其後設認知能力優於「整體型」的學童。 二、認知風格為「分析型」的學童,其情緒智力優於「整體型」的學童。 三、當國小學生之認知風格越傾向「場地獨立型」、「聚斂型」和「沈思型」,其後設認知能力之「目標設定」、「自我監控」、「自我評價」、「自我修正」的表現也越佳。 四、當國小學生之認知風格越傾向「場地獨立型」、「聚斂型」和「沈思型」,其情緒智力之「認識自己的情緒」、「表達自己的情緒」、「管理自己的情緒」、「自我激勵」、「認識他人的情緒」、「回應他人的情緒」、「人際關係的處理」的表現也越佳。 五、國小學童之認知風格、後設認知能力、情緒智力與學習動機的多元相關係數達.755,認知風格、後設認知能力、情緒智力三者對學習動機的表現皆有影響,其中以後設認知能力的相對權重最大。 本研究結果可提供教學上、輔導工作上與未來研究上參考。
This research aims to explore the differences of metacognitive ability and emotional intelligence between different cognitive style of elementary students and investigate the relationships of the cognitive style, metacognitive ability and emotional intelligence of the elementary students. Furthermore, this research aims to analyze cognitive style, metacognitive ability and emotional intelligence to predict learning motivation. In this study, we survey 732 elementary 5th grade students from Taipei City and County, HsinChu City and County, Taoyuan City with “Elementary Students Cognitive Style Scale”, “Elementary Students Metacognitive Ability Scale”, “Elementary Students Emotional Intelligence Scale”, and ” Elementary Students Learning Motivation Scale”. All results were analyzed by statistical methods such as independent sample t-test, canonical correlation analysis and multiple stepwise regression analysis, the research results can be concluded as follows: 1. In terms of Cognitive Style, the meta-cognitive ability of the “analytic” cognitive style students performed better than the “holistic” cognitive style students. 2. In light of Cognitive Style, the emotional intelligence of the “analytic” cognitive style students performed better than the “holistic” cognitive style students. 3. When the elementary student tends to be more “field-independency”, “convergent” and “contemplative” Cognitive Style, the tendency of “planning”, monitoring”, “regulation”, and “evaluation” of meta-cognitive ability would be stronger. 4. When the elementary student tends to be more “field-independency”, “convergent” and “contemplative” Cognitive Style, the tendency of “knowing self’s emotion”, “expressing self’s emotion”, “managing self’s emotion”, “self-motivated”, “knowing other’s emotion”, “responding other’s emotion”, “deal with interpersonal relation” of emotional intelligence would be stronger. 5. The cognitive style, metacognitive ability and emotional intelligence present a median correlation with the learning motivation. In all, The cognitive style, metacognitive ability and emotional intelligence influence the students’ performance of their learning motivation, and the metacognitive ability is the most important influential element. We found that the results of this study could be provided as a reference for teaching, counseling and future research.
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認知風格, 後設認知能力, 情緒智力, 學習動機, cognitive style, metacognitive ability, emotional intelligence, learning motivation
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