國中生認知／意動成份與學習表現之相關研究__臺灣人文及社會科學引文索引資料庫

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題名：	國中生認知／意動成份與學習表現之相關研究
書刊名：	師大學報. 教育類
作者：	程炳林
作者(外文)：	Cherng, Biing-lin
出版日期：	2000
卷期：	45:1
頁次：	頁43-59
主題關鍵詞：	認知；意動；先前知識；學習策略；動機導向；行動控制；Cognition；Conation；Prior knowledge；Learning strategies；Motivativonal orientation；Action control
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(15) 博士論文(6) 專書(0) 專書論文(0) 排除自我引用:13 共同引用:119 點閱:66

　　　　　本研究的目的如下：（1）瞭解四個認知成份變項與四個意動成份變項之關係。（2）探討八個認知╱意動成份變項對國中學習表現的預測力。（3）探討認知╱意動成份是否能將受試者區分成明顯的集群。　　受試者來自八所國中共687人，他們接受閱讀理解測驗（丙式）、策略覺察量表，學習策略量表、情意反應量表、學習動機量表、行動導向量表、行動控制策略量表之施測。研究發現如下：（1）認知成份四個變項與意動成份四個變項彼此可以互相解釋大約56％左右的變異量。意動成份對訊息處理策略和後設認知策略的解釋力比較高，認知成份對學習動機和行動控制策略的解釋力比較高。（2）認知╱意動成份八個變項可以聯合解釋國中生學習表現總變異量的54％，其中內容知識是學習表現最有力的預測變項。（3）認知╱意動成份四個因素可以將全體受試者區分成三個特性明顯的集群。

以文找文

　　　　　The purposes of this study were: (1) to explore the relationship among students' cognitive and conation variables, (2) to explore the effect of cognitive/conation variables on students' learning performance, and (3) to group observations into clusters by cognitive/conation components. Participants were 687 students from eight junior high schools. The instruments employed in these studies included: Reading Comprehension Tests (from C), Index of Reading Strategies Awareness, Learning Strategies Inventory, Affective Response Inventory, Learning Motivation Inventory, Action Orientation Inventory, and Action Control Strategies Inventory. The results of this study were as follow: (1) There were significant canonical correlation between cognitive components and conation components. The redundancy indices were 29.75% and 26.44%. (2) There were significant multiple correlation between cognitive/ conation variables and learning performance. The cognitive/conation variables explained about 54% of the overall variance of learning performance. (3) The cluster analysis showed that subjects could be grouped into three clusters by cognitive/conation components.

以文找文

期刊論文
1.	Garcia, T.、McCann, E. J.、Turner, J. E.、Roska, L.(1998)。Modeling the mediating role of volition in the learning process。Contemporary Educational Psychology，23(4)，392-418。
2.	Ackerman, P. L.、Woltz, D. J.(1994)。Determinants of learning and performance in an associative。Journal of Educational Psychology，86(4)，487-515。
3.	Cross, D. R.、Paris, S. G.(1988)。Developmental and instructional analysis of children's metacognition and reading comprehension。Journal of Educational Psychology，80(1)，131-142。
4.	Jacobs, J. E.、Paris, S. G.(1987)。Children's metacognition about reading: Issues in definition, measurement, and instruction。Educational Psychologist，22，255-278。
5.	Ley, K.、Young, D. B.(1998)。Self-regulation behaviors in underprepared (developmental) and regular admission college students。Contemporary Educational Psychology，23，42-64。
6.	Snow, R. E.(1990)。New approach to cognitive and conative assessment in education。International Journal of Educational Research，14，455-473。
7.	Snow, R. E.(1989)。Toward assessment of cognitive and conative structures in learning。Educational Researcher，18(9)，8-15。
8.	Zimmerman, B. J.(1990)。Self-regulating academic learning and achievement: The emergence of a social cognitive perspective。Educational Psychology Review，2(2)，173-201。
9.	Young, R.、Perkins, K.(1995)。Cognition and condition in second language acquisition。JRAL，33(2)，142-164。
10.	Pokay, P.、Blumenfeld, P. C.(1990)。Predicting achievement early and late in the semester: The role of motivation and use of learning strategies。Journal of Educational Psychology，82(1)，41-50。
11.	Wolters, C.(1998)。Self-regulated learning and college students' regulation of motivation。Journal of Educational Psychology，90(2)，224-235。
12.	程炳林、林清山(19980100)。行動導向量表編製報告。測驗年刊，45(1)，65-81。延伸查詢
13.	Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。
14.	Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。
15.	Nicholls, John G.(1984)。Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance。Psychological Review，91(3)，328-346。
16.	Meece, Judith L.、Blumenfeld, Phyllis C.、Hoyle, Rock H.(1988)。Students' Goal Orientations and Cognitive Engagement in Classroom Activities。Journal of Educational Psychology，80(4)，514-523。
17.	Boekaerts, M.(1997)。Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students。Learning and Instruction，7(2)，161-186。
18.	Zimmerman, B. J.、Kitsantas, A.(1997)。Developmental Phases in Self-Regulation: Shifting from Process Goals to Outcome Goals。Journal of Educational Psychology，89(1)，29-36。
19.	Ames, Carole、Archer, Jennifer(1988)。Achievement goals in the classroom: Students' learning strategies and motivation processes。Journal of Educational Psychology，80(3)，260-267。
20.	Bandura, Albert(1991)。Social Cognitive Theory of Self-regulation。Organizational Behavior and Human Decision Processes，50(2)，248-287。
21.	林清山、程炳林(19950600)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報，28，15-57。延伸查詢
22.	Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology，82(1)，33-40。

會議論文
1.	Frits, R. L.(1992)。A study of gender differences in cognitive style and cognitive volition。The American vocational education research association session at American vocational convention。St. Louis, MO。
2.	Fritz, R. L.(1991)。The association of selected conative variables to field-dependence with inferences for reasoning characteristics in marketing education。The American vocational association convention。Los Angeles, CA。
3.	Lindner, R. W.、Harris, B. R.、Gordon, W. I.(1996)。The design and development of the Self-Regulated Learning Inventory: A status report。The Annual Meeting of the American Educational Research Association。New York。
4.	Mence, V. H.、Schonwetter, D. J.(1994)。Action control, motivation, and academic achievement。The Annual Meeting of the American Educational Research Association。
5.	Pintrich, P. R.(1986)。Motivation and learning strategies interactions with achievement。The American Educational Research Association Convention。San Francisco, California。
6.	Trawick, L.(1992)。Effect of a cognitive-behavioral intervention on the motivation, volition, and achievement of academically underprepared college students。The Annual Meeting of the American Educational Research Association。San Francisco, CA。
7.	Wigfield, A.(1984)。Relationships betwnne ability perceptions, other achievement-related beliefs, and school performance。The annual meeting of the American Educational Research Association。New Orleans, LA。
8.	Gordon, W. I.、Lindner, R. W.、Harris, B. R.(1996)。A factor analytic study of the Self-Regulated Learning Inventory。The Annual Meeting of the American Educational Research Association。

研究報告
1.	林清山、程炳林(1998)。青少年心理發展與適應之整合性研究：國中生學習行動控制模式的建構與驗證暨教學輔導策略實驗方案效果之研究 (計畫編號：NSC87-2413-H-003-012)。延伸查詢
2.	林清山、程炳林(1997)。青少年心理發展與適應之整合性研究：國中生學習行動控制模式的建構與驗證暨教學輔導策略實驗方案效果之研究 (計畫編號：NSC86-2413-H-003-010-G10)。延伸查詢

學位論文
1.	顏若映(1994)。先前知識與文章連貫性對國小學童閱讀理解之影響(博士論文)。國立政治大學。延伸查詢
2.	Blackwell, C. A.(1991)。A correlational study of the cognitive-affective-conative domains in elementary students(博士論文)。United States International University, School of Education。

圖書
1.	Heckhausen, H.(1991)。Motivation and action。New York：Springer-Verlag。
2.	McKeachie, W. J.(1987)。Teaching and learning in the college classroom. A review of the research literature (1986) and November 1987 supplement。The Regents of University Michigan。
3.	Mayer, Richard E.(1987)。Educational Psychology: A cognitive approach。Boston, Massachusetts：Little, Brown and Company。
4.	McKeachie, W. J.、Pintrich, P. R.、Smith, D. A. F.、Lin, Y. G.、Sharma, R.(1990)。Teaching and learning in the college classroom。Ann Arbot, MI：National Center for Research to Improve Postsecondary Teaching and Learning。
5.	Sharma, S.(1996)。Applied multivariate techniques。John Wiley & Sons, Inc.。
6.	Snow, R. E.(1994)。The exploration of a selection of conative constructs relevent to learning and performance。National Center for Research on Evaluation, Standards, and Student Testing。
7.	Weiner, B.(1992)。Human motivation: Metaphors, theories, and research。SAGE。
8.	張春興(1994)。教育心理學：三化取向的理論與實踐。東華書局。延伸查詢
9.	Bandura, Albert(1986)。Social foundations of thought and action: A social cognitive theory。Prentice-Hall。

單篇論文
1.	Armbruster, B. B.(1988)。Why some children have trouble content area textbooks(ED300782)。
2.	Shute, V. J.(1992)。Learning processes and learning outcomes(ED366660)。

圖書論文
1.	Eccles, J.(1983)。Expectancies, values & academic behaviors。Achievement and achievement motives。San Francisco：Freeman。
2.	Como, L.(1994)。Student volition and education: Outcomes, influence, and practices。Self-regulation of learning and performance。Hillsdale, New Jersey：Lawrence Erlbaum Associates。
3.	Brown, R.、Pressley, M.(1994)。Self-regulated reading and getting meaning from text: The Transactional Strategies Instruction Model。Self-regulation of learning and performance。Hillsdale, New Jersey：Lawrence Erlbaum Associates。
4.	Flavell, J. H.(1976)。Metacognitive aspects of problem solving。The nature of intelligence。Hillsdale, NJ：Erlbaum。
5.	Kuhl, J.(1985)。Volitional mediators of cognitive-behavior consistency: Self-regulatory processes and action versus state orientation。Action control: From cognition to behavior。New York：Springer-Verlag。
6.	Garcia, T.、Pintrich, P. R.(1994)。Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies。Self-regulation of learning and performance。Hillsdale, New Jersey：Lawrence Erlbaum Associates。
7.	Meece, J. L.(1994)。The role of motivation in self-regulated learning。Self-regulation of learning and performance。Hillsdale, New Jersey：Erlbaum Associates。
8.	Pintrich, P. R.(1989)。The dynamic interplay of student motivation and cognition in the college classroom。Advances in motivation and achievement: Motivation enhancing environments。CT：JAI Press。
9.	Palmer, D. J.、Goetz, E. T.(1988)。Selection and use of study strategies: The role of the studier's beliefs about self and strategies。Learning and study strategies: Issues in assessment, instruction, and evaluation。Academic Press。
10.	Schwarz, N.(1990)。Feeling as information: Informational and motivational functions of affective states。Handbook of motivation and cognition: Foundations of social behavior。NY：Guilford。
11.	Schneider, K.(1987)。Achievement-reacted emotions in preschoolers。Motivation, intention, and volition。NY：Springer-Verlag。
12.	Snow, R. E.(1989)。Cognitive-conative aptitude interactions in learning。Abilities, Motivation, and Methodology: The Minnesota Symposium on Individual Differences。Hillsdale：Erlbaum。
13.	Wigfield, A.(1994)。The role of children's achievement values in the self-regulation of their learning outcomes。Self-regulation of learning and performance。Hillsdale, New Jersey：Lawrence Erlbaum Associates。
14.	Weinstein, C. E.、Mayer, R. E.(1986)。The teaching of learning strategies。Handbook of research on teaching。NY：Macmillan。
15.	Weiner, B.(1987)。The role of emotions in a theory of motivation。Motivation, intention, and Volition。NY：Springer-Verlag。
16.	Zimmerman, B. I.(1994)。Dimensions of academic self-regulation: A conceptual framework for education。Self-regulation of learning and performance。Hillsdale, New Jersey：Lawrence Erlbaum Associates。
17.	Zimmerman, B. J.(1989)。Models of Self-regulated learning and academic achievement。Self-regulated learning and academic achievement: Theory, research, and practice。NY：Springer-Verlag。
18.	Kuhl, J.(1994)。Action versus state orientation: Psychometric properties of the Action Control Scale (ACS-90)。Volition and personality: Action versus state orientation。Seattle：Hogrefe & Huber。
19.	Brown, A. L.(1978)。Knowing when, where, and how to remember: A problem of metacognition。Advances in instructional psychology。Lawrence Erlbaum Associates。
20.	Flavell, J. H.(1981)。Cognitive monitoring。Children's oral communication skills。New York：Academic Press。
21.	Paris, S. G.、Byrnes, J. P.(1989)。The constructivist approach to self-regulation and learning in the classroom。Self-regulated learning and academic achievement: Theory, research, and practice。New York, NY：Springer。

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