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題名：國小數學解題自我調節表現量表之編製發展與實測分析研究
書刊名：教育與心理研究
作者：許家驊 引用關係
作者(外文)：Hsu, Chia-hua
出版日期：2008
卷期：31:4
頁次：頁115-146
主題關鍵詞：自我調節表現評量；自我調節學習；後設認知；量表信效度；數學解題；Assessment of self-regulation；Metacognition；Mathematical problem solving；Reliability and validity of inventory；Self-regulated learning
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(8) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:152
  • 點閱點閱:85
本研究旨在參照自我調節學習及解題後設認知理論內涵進行歸納分析，爾後搭配Likert評定量尺及解題經驗前導誘發設計，據之編製解題自我調節表現量表。採用目標與叢集取樣抽取嘉義縣市一年級學生共318人，施測後進行各項統計分析。結果發現，在項目分析方面，平均表現水準約77.7%，單題、分量表及全量表的內部相關與極端組t考驗結果良好。在效度分析方面，試探性及驗證性因素分析均發現量表的二因子結構（一般性及執行性自我調節表現），且單一向度性、因素萃取、抽取變異比及模式適配度均屬良好。在信度分析方面，α係數及組合信度亦屬良好。而對不同性別及數學學業成就學生之實測結果，發現二者均僅在一般性自我調節表現上具有真正差異。
The theme of this research is combined the content analysis of self-regulated learning and metacognition theory with the response eliciting design to develop the self-regulation inventory (SRI) of Likert’s rating scale on mathematical problem solving. The subjects are composed of 318 first graders coming from Chiayi by convenient and cluster sampling. All subjects receive the testing with SRI, then the data be analyzed statistically. In light of item analysis, there are 77.7% average level of performance, and well internal correlation and critical ratio no matter what in single item, sub-scale or whole scale. In light of validity analysis, two factors are found in the results of exploratory and confirmatory factor analysis (general and executive self-regulation), there are well uni-dimentionality, variance proportions of factor extraction, model fit additionally. In light of reliability analysis, there are well α coefficient and composite reliability. Finally, the performances are different in general self-regulation significantly for individuals with different gender and mathematical achievements in school.
期刊論文
1.Fuchs, L. S.、Fuchs, D.(2005)。Enhancing Mathematical Problem Solving for Students with Disabilities。The Journal of Special Education，39(1)，45-57。  new window
2.Fuchs, L. S.、Fuchs, D.、Prentice, K.(2004)。Responsiveness to Mathematical Problem-solving Instruction: Comparing Students at Risk of Mathematics Disability with and without Risk of Reading Disability。Journal of Learning Disabilities，37(4)，293-306。  new window
3.Fuchs, L. S.、Fuchs, D.、Prentice, K.、Burch, M.、Paulsen, K.(2002)。Hot Math: Promoting Mathematical Problem Solving among Third-grade Students with Disabilities。Teaching Exceptional Children，33(1)，70-73。  new window
4.Fuchs, L. S.、Fuchs, D.、Hamlett, C. L.、Hope, S. K.、Hollenbeck, K. N.、Capizzi, A. M. , et al.(2006)。Extending resposiveness-to-intervention to math problem-solving at third grade。Teaching Exceptional Children，38(4)，59-63。  new window
5.Rothbart, M. K.、Posner, M. I.(2005)。Genes and Experience in the Development of Executive Attention and Effortful Control。New Directions for Child & Adolescent Development，2005(109)，101-108。  new window
6.Rueda, M. R.、Posner, M. I.、Rothbart, M. K.(2005)。The Development of Executive Attention: Contributions to the Emergence of Self-regulation。Developmental Neuropsychology，28(2)，573-594。  new window
7.謝志偉、吳璧如(20030500)。教室目標結構與國小六年級學生目標取向、自我調節學習之關係研究。彰化師大教育學報，4，75-96。new window  延伸查詢new window
8.Kintsch, W.、Greeno, J. G.(1985)。Understanding and Solving Word Arithmetic Problems。Psychological Review，92(1)，109-129。  new window
9.陳密桃、李新民、黃秀霜(20071200)。臺灣地區國民小學教師實用智能、情緒智能與專業表現之相關研究。教育心理學報，39(2)，295-316。new window  延伸查詢new window
10.Garofalo, J.、Lester, F. K.(1985)。Metacogniton, cognitive monitoring, and mathematical performance。Journal for Research in Mathematics Education，16(3)，163-176。  new window
11.Borkowski, J. G.(1992)。Metacognitive theory: A framework for teaching literacy, writing, and math skills。Journal of Learning Disabilities，25(4)，253-257。  new window
12.Kaiser, Henry F.(1974)。An index of factorial simplicity。Psychometrika，39(1)，31-36。  new window
13.程炳林(20020400)。大學生學習工作、動機問題與自我調整學習策略之關係。教育心理學報，33(2)，79-101。new window  延伸查詢new window
14.Kaiser, Henry F.(1960)。The application of electronic computers to factor analysis。Educational and Psychological Measurement，20(1)，141-151。  new window
15.Pintrich, Paul R.(2004)。A conceptual framework for assessing motivation and self-regulated learning in college students。Educational Psychology Review，16(4)，385-407。  new window
16.程炳林、林清山(20010100)。中學生自我調整學習量表之建構及其信效度研究。測驗年刊，48(1)，1-41。new window  延伸查詢new window
17.Schunk, D. H.(2005)。Self-regulated learning: The educational legacy of Paul R. Pintrich。Educational Psychologist，40(2)，85-94。  new window
18.Zimmerman, Barry J.(2002)。Becoming a self-regulated learner: An overview。Theory Into Practice，41(2)，64-70。  new window
19.Cleary, T. J.、Zimmerman, B. J.(2004)。Self-regulation empowerment program: a school-based program to enhance self-regulated and self-motivated cycles of student learning。Psychology in the Schools，41(5)，537-550。  new window
20.Sperling, R. A.、Howard, B. C.、Staley, R.、DuBois, N.(2004)。Metacognition and self-regulated learning constructs。Educational Research and Evaluation，10(2)，117-139。  new window
21.Kreutzer, M. A.、Leonard, C.、Flavell, J. H.(1975)。An interview study of children's knowledge about memory。Monographs of the Society for Research in Child Development，40。  new window
22.Fuchs, L. S.、Fuchs, D.、Prentice, K.、Burch, M.、Hamlett, C. L.、Owen, R.(2003)。Enhancing Third-grade Students' Mathematical Problem Solving with Selfregulated Learning Strategies。Journal of Educational Psychology，95(2)，306-316。  new window
23.Cassel, J.、Reid, R.(1996)。Use of a Selfregulated Strategy Intervention to Improve Word Problem-solving Skills of Students with Mild Disability。Journal of Behavioral Education，6，153-172。  new window
24.Case, L. P.、Harris, K. R.、Graham, S.(1992)。Improve the Mathematical Problem-solving Skills of Students with Learning Disability: Self-regulated Strategy Development。The Journal of Special Education，26，1-19。  new window
25.Jacobson, R.(1998)。Teachers Improving Learning Using Metacognition with Selfmonitoring Learning Strategies。Education，118(4)，579-590。  new window
26.Zimmerman, B. J.(1995)。Self-regulation Involved More than Metacognition: A Social Cognitive Perspective。Educational Psychologist，30(4)，217-221。  new window
研究報告
1.Lester, F. K.、Garofalo, J.、Kroll, D. L.(1989)。The Role of Metacognition in Mathematical Problem Solving: A Study of Two Grade Seven Classes (計畫編號：NSF-MDR-85-50346)。Bloomington：Indiana University, School of Education, Mathematics Education Development Center。  new window
圖書
1.南一書局企業股份有限公司(2007)。一年級上下學期國小數學課本及教學指引，第二冊。臺南市：國立教育研究院籌備處。  延伸查詢new window
2.南一書局企業股份有限公司(2006)。一年級上下學期國小數學課本及教學指引，第一冊。臺南市：國立教育研究院籌備處。  延伸查詢new window
3.Medin, D. L.、Ross, B. H.、Markman, A. B.(2001)。Cognitive psychology。Boston, MA：Harcourt College Publishers。  new window
4.李茂能(2006)。結構方程模式Amos之簡介及其在測驗編制上之應用: Graphics & Basic。臺北：心理。  延伸查詢new window
5.Driscoll, Marcy P.(2000)。Psychology of learning for instruction。Allyn and Bacon。  new window
6.Crocker, L.、Algina, J.(1986)。Introduction to Classical and Modern Test Theory。Holt, Rinehart & Winston。  new window
7.Welsch, Roy E.、Kuh, Edwin、Belsley, David A.(1980)。Regression Diagnostics: Identifying Influential Data and Source of Collinearity。New York, NY：John Wiley and Sons。  new window
8.Flavell, J. H.、Miller, P. H.、Miller, S. A.(1993)。Cognitive Development。Englewood Cliffs, NJ：Prentice Hall。  new window
9.林清山(1991)。多變量分析統計法。臺北市：東華書局。  延伸查詢new window
10.Flavell, John H.(1985)。Cognitive development。Englewood Cliffs, NJ：Prentice-Hall。  new window
11.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
12.邱皓政(2003)。結構方程模式--LISREL的理論、技術與應用。雙葉書廊。  延伸查詢new window
13.王保進(2004)。多變量分析：套裝程式與資料分析。高等教育。  延伸查詢new window
14.Byrne, Barbara M.(2001)。Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming。Lawrence Erlbaum Associates, Inc.。  new window
15.邱皓政(2006)。量化研究與計量分析：SPSS中文視窗版資料分析範例解析。五南。  延伸查詢new window
16.Gagne', E. D.、Yekovich, C. W.、Yekovich, F. R.(1993)。The Cognitive of School Learning。The Cognitive of School Learning。New York, NY。  new window
17.康軒文化事業股份有限公司(2006)。一年級上下學期國小數學課本及教師手冊，第一冊。一年級上下學期國小數學課本及教師手冊，第一冊。臺北市。  延伸查詢new window
18.康軒文化事業股份有限公司(2007)。一年級上下學期國小數學課本及教師手冊，第二冊。一年級上下學期國小數學課本及教師手冊，第二冊。臺北市。  延伸查詢new window
圖書論文
1.Riley, M. S.、Greeno, J. G.、Heller, J. I.(1983)。Development of children's problem-solving ability in arithmetic。The Development of Mathematical Thinking。Pittsburgh, Pennsylvania：Learning Research and Development Center, University of Pittsburgh。  new window
2.Fuson, K. C.(1992)。Research on whole number addition and substraction。Handbook of research on mathematics teaching and learning。New York：Macmilian。  new window
3.Zimmerman, Barry J.(1998)。Developing Self-Fulfilling Cycles of Academic Regulation: An Analysis of Exemplary Instructional Models。Self-Regulated Learning: From Teaching to Self-Reflective Practice。Guilford Press。  new window
4.Bandalos, D. L.、Finney, S. J.(2001)。Item parceling issues in structural equation modeling。New developments and techniques in structural equation modeling。Lawrence Erlbanm Association。  new window
 
 
 
 
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