思考風格對批判思考之影響：線上評量表現中介及評量投入調節之調節式中介

Abstract

本研究為確保教育品質，以社會認知理論和自我決定理論為基礎，探討思考風格對批判思考的影響、線上評量表現（評分和回饋表現）在兩者間中介效果，及評量投入的調節中介效果。以台灣某大學修習「書報討論」課程之71名研究生為樣本。學生使用線上評量系統和評量表，對同儕報告進行互評。資料搜集後經統計軟體SPSS、SmartPLS及PROCESS等分析。研究發現：（1）思考風格直接影響評分表現、也直接影響回饋表現，思考風格透過評分表現間接影響回饋表現（部分中介）（2）思考風格直接影響批判思考，透過回饋表現間接影響批判思考（完全中介），也依序透過評分表現與回饋表現間接影響批判思考（完全序列中介）（3）回饋表現直接影響批判思考；評分表現直接影響批判思考及回饋表現，也透過回饋表現間接影響批判思考（完全中介）（4）評量投入調節評分表現對批判思考的影響，且調節回饋表現對批判思考的影響（5）評量投入具顯著調節「回饋表現中介思考風格對批判思考之影響」及「評分表現與回饋表現序列中介思考風格對批判思考之影響」作用。本研究貢獻在提出並驗證了「思考風格對批判思考影響：線上評量表現為中介及評量投入為調節之調節中介」模型，也實證社會認知理論適用於線上評量環境。線上評量及學習投入有助確保教學品質提昇教學成就，在學術及教育實務上提供許多參考價值與啟示。This study examines the effect of thinking style on critical thinking, the mediating effect of online assessment performance (rating and feedback performance) between the two, and the mediating effect of moderation of assessment engagement in order to ensure the quality of education, based on social cognitive theory. A sample of 71 graduate students enrolled in a"Book and Newspaper Discussion" course at a university in Taiwan was used. Students used an online evaluation system and a scale to rate each other's reports. Data were collected and analyzed using SPSS, SmartPLS, and PROCESS statistical software. The study found that: (1) thinking style directly affects scoring performance and feedback performance, and thinking style indirectly affects feedback performance through scoring performance (partial mediation); (2) thinking style directly affects critical thinking and indirectly affects critical thinking through feedback performance (full mediation), and also indirectly affects critical thinking through scoring performance and feedback performance sequentially (full sequential mediation); (3) feedback performance directly affects critical thinking; Scoring performance directly affects critical thinking and feedback performance, and also indirectly affects critical thinking through feedback performance (fully mediated); (4) Assessment engagement moderates the effect of scoring performance on critical thinking, and moderates the effect of feedback performance on critical thinking; (5) Assessment engagement significantly moderates the"effect of mediated thinking style on critical thinking through feedback performance" and the "mediated thinking style on critical thinking through the sequence of scoring and feedback performance" This study contributes to the development and validation of the model of "the influence of thinking styles on critical thinking: Mediation by online assessment performance and moderation by assessment engagement" and demonstrates the applicability of social learning theory to the online assessment environment. Online assessment and learning engagement help to ensure the quality of learning and improve teaching performance, and provide many references and insights in academic and educational practice.