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題名：知識／認識觀、目標導向與認知投入徑路模式之檢驗
書刊名：課程與教學
作者：劉佩雲 引用關係
作者(外文)：Liu, Pei-yun
出版日期：2011
卷期：14:2
頁次：頁135-159
主題關鍵詞：目標導向；知識／認識觀；認知投入；Cognitive engagement；Epistemological beliefs；Goal orientations
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(5) 博士論文(0) 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:96
  • 點閱點閱:56
學習觀是學習者所擁有對學習的解讀與信念，要了解學生的學習觀並引導成功學習，需同時探究學習者的成就動機目標、策略與知識／認識觀。本研究旨在建構並檢證知識／認識觀、目標導向與認知投入徑路模式，及驗證目標導向在知識／認識觀與認知投入間的中介效果。以323名國小五年級學生為對象，研究工具為「知識／認識觀量表」、「目標導向量表」及「認知投入量表」。以結構方程模式LISREL 8.54之ML法進行模式適配度考驗，結果顯示理論模式整體品質尚佳，能用來解釋實際的觀察資料，驗證目標導向為知識／認識觀與認知投入的中介，而成熟知識／認識觀會透過精熟目標正向影響深層及淺層認知投入的策略使用；質樸知識／認識觀會透過趨向表現目標間接正向影響淺層認知投入；質樸知識／認識觀會透過逃避表現目標間接負向影響淺層認知投入。
This study proposes a model to explain how epistemological beliefs and goal orientations relate to cognitive engagement. The author conducts an empirical experiment to examine the assumption that epistemological beliefs influence cognitive engagement indirectly through their effects on goal orientations. This study utilizes the Epistemological Belief Scale, Goal Orientation Scale, and Cognitive Engagement Scale to measure 323 fifth graders in Taiwan. Data gathered in this study are analyzed using hierarchical regression with LISREL 8.54 with the maximum likelihood method. The result indicates a generally acceptable fit of the model with that the χ2（66,N=323）=235.87 (p<.05) is significant; and the goodness of fit values over .90; RMSEA(.06) values less than .05; and PGFI(.66) and PNFI(.57) value over .50. The epistemological beliefs significantly influence deep cognitive engagement (β=.57, p<.001) and surface cognitive engagement (β=.18, p<.05) in Model 1. With the inclusion of mastery, approach-performance and avoidance-performance goals, the influence of epistemological beliefs on deep and surface cognitive engagement becomes insignificant in Model 2. The author contends that the epistemological beliefs influence deep and surface cognitive engagement indirectly through mastery, approach-performance and avoidance-performance goals. This evidence reflects the important mediating process of goal orientations between epistemological beliefs and cognitive engagements. The sophisticated epistemological beliefs positively influence deep cognitive engagement and surface cognitive engagement through the introduction of mastery goals. The naive epistemological beliefs positively influence surface cognitive engagement indirectly through approach-performance goals. The naive epistemological beliefs negatively influence surface cognitive engagement indirectly through avoidance-performance goals.
期刊論文
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會議論文
1.Cano, F.(2007)。Family Environment, Epistemological Beliefs, Learning Strategies, and Academic Performance: A Path Analysis。Dordrecht: Netherlands：Springer。219-240。  new window
2.Arredondo, D. E.、Rucinski, T. T.(1996)。Principals' epistemological beliefs and their support of integrated curriculum。Annual Meeting of the University Council for Educational Administration，(會議日期: 1996, October 25-27)。Louisville, KY。  new window
3.Hofer, B. K.(1994)。Epistemological beliefs and first-year college students : motivation and cognition in different instructional contexts。Annual Meeting of the American Psychological Association，(會議日期: 1994, August 12-16)。Los Angels, CA.。  new window
研究報告
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學位論文
1.何宗翰(1998)。主修領域背景對大學生知識信念與學習策略的影響(碩士論文)。國立政治大學。  延伸查詢new window
2.陳萩卿(2005)。知識信念影響學習運作模式之驗證暨「調整知識信念的教學策略」對國中生學習歷程影響之研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.Biggs, J.(1993)。The process of learning。New York：Prentice Hall。  new window
2.Hair, J. F. Jr.、Anderson, R. E.、Tatham, R. L.、Black, W. C.(1998)。Multivarate data analysis。Englewood Cliffs, NJ：Prentice-Hall。  new window
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4.Perry, W. G., Jr.(1970)。Forms intellectual and ethical development in the college years: A scheme。New York：Holt, Rienhart & Winston。  new window
5.Piaget, J.、Inhelder, B.、Weaver, H.(1969)。The Psychology of the Child。New York, NY：Basic Book。  new window
圖書論文
1.Elder, A. D.(2002)。Characterizing fifth grade students' epistemological beliefs in science。Personal epistemology: The psychology of beliefs about knowledge and knowing。Mahwah, NJ：Lawrence Erlbaum Associates, Inc。  new window
2.Pintrich, P. R.(2002)。Future challenges and directions for theory and research on personal epistemology。Personal Epistemology: The psychology of beliefs about knowledge and knowing。Mahwah, NJ：Lawrence Erlbaum Associates, Inc。  new window
3.Pintrich, P. R.(2000)。The role of goal orientation in self-regulated learning。Handbook of self-regulation: Research, theory, and applications。Academic Press。  new window
 
 
 
 
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