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題名：國小中低年級學生解題檢核能力與自我調節表現之關係研究
書刊名：教育學誌
作者：許家驊 引用關係
作者(外文)：Hsu, Chia-hua
出版日期：2011
卷期：25
頁次：頁91-137
主題關鍵詞：解題自我調節；解題表現；解題檢核；Checking in word problem solving；WPS；Performances in WPS；Self-regulation in WPS
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(0) 博士論文(1) 專書(0) 專書論文(0)
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  • 共同引用共同引用:77
  • 點閱點閱:59
本研究係以解題檢核能力與自我調節表現為涉入變項進行關係研究，採叢集隨機取樣抽取嘉義縣市一二三年級學生共 473人，搭配涉入變項之調查表、量表及相關作業進行資料蒐集。經描述統計、多變項變異數及降步分析發現不同屬性變項 (含自我調節表現)對解題檢核能力具有不同影響關係 (表現組型、因子組合之顯著交互作用及主要效果 )。經相關預測及典型相關分析發現解題檢核能力與自我調節表現二者各層面間存有顯著正向且可互為解釋之變異關係，但其預測關係隨受試屬性不同而有增減。經關係結構分析發現解題檢核能力與自我調節表現二者各層面間具有明顯之潛在因徑結構關係，且彼此間亦具顯著正向潛在影響關係。此對教學中介及發展關係探討均具啟示。
The focus of this study is on the inter-relationships between the self-regulation and checking in word problem solving. The subjects are composed of 473 first to third graders coming from Chiayi by cluster and random sampling. All subjects received the testing with relevant instruments, then the data be analyzed statistically. The results are indicated as following. First, it is found that the influential inter-relationships are existed between two target variables through descriptive statistics, MANOVA and step-down F test. Second, it is found that the multiple inter-relationships and explained variances are existed between two target variables through regression and canonical correlation analysis, but the degrees of prediction varied by samples’ attributes. Third, it is found that the inter-relationships included latent paths are existed among two target variables through structural equation model analysis. All the implications of instruction and research are provided.
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.Montague, M.(2007)。Self-regulation and mathematics instruction。Learning Disabilities Research & Practice，22(1)，75-83。  new window
6.Montague, M.(2008)。Self-regulation strategies to improve mahtematical problem solving for students with learning disabilities。Learning Disability Quarterly，31(1)，37-44。  new window
7.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
8.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
9.Schurter, W. A.(2002)。Comprehension monitoring: An aid to mathematical problem solving。Journal of Developmental Education，26(2)，22-33。  new window
10.許家驊(20090600)。國小加減法數學文字題歷程導向解題診斷評量題組之編製發展與功能分析研究。教育心理學報，40(4)，683-706。new window  延伸查詢new window
11.許家驊(20050300)。開展個體數學解題檢核能力之動態評量研究。教育心理學報，36(3)，287-309。new window  延伸查詢new window
12.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
13.Garofalo, J.、Lester, F. K.(1985)。Metacogniton, cognitive monitoring, and mathematical performance。Journal for Research in Mathematics Education，16(3)，163-176。  new window
14.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
15.Hutchinson, N. L.(1992)。The challenges of componential analysis: Cognitive and metacognitive instruction in mathematical problem solving。Journal of Learning Disabilities，25(4)，249-252。  new window
16.Van Haneghan, J. P.(1990)。Third and fifth graders' use of multiple standards of evaluation to detect errors in word problems。Journal of Educational Psychology，82(2)，352-358。  new window
17.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
18.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
19.Schunk, D. H.(2005)。Self-regulated learning: The educational legacy of Paul R. Pintrich。Educational Psychologist，40(2)，85-94。  new window
20.Zimmerman, Barry J.(2002)。Becoming a self-regulated learner: An overview。Theory Into Practice，41(2)，64-70。  new window
21.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
22.許家驊(20081200)。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。教育與心理研究，31(4)，115-146。new window  延伸查詢new window
23.Montague, Marjorie、Warger, Cynthia、Morgan, Thelma H.(2000)。Solve it! Strategy instruction to improve mathematical problem solving。Learning Disabilities Research and Practice，15(2)，110-116。  new window
24.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
25.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
26.Cassel, J.、Reid, R.(1996)。Use of a self-regulated strategy intervention to improve word problem-solving skills of students with mild disability。Journal of Behavioral Education，6，153-172。  new window
27.Fuchs, L. S.、Fuchs, D.、Prentice, K.、Burch, M.、Hamlett, C. L.、Owen, R. et al.(2003)。Enhancing Third-Grade Students' Mathematical Problem Solving With Self-Regulated Learning Strategies。Journal of Educational Psychology，95(2)，306-316。  new window
28.Jacobson, R.(1998)。Teachers improving learning using metacognition with self-monitoring learning strategies。Education，118(4)，579-590。  new window
29.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(1)=159，1-60。  new window
研究報告
1.Lester, F. K.、Garofalo, J.、Kroll, D. L.(1989)。The role of metacognition n mathematical problem solving: A study of two grade seven classes。Bloomington。  new window
2.Vye, N. J.、Burns, M. S.、Delclos, V. R.、Bransford, J. D.(1985)。Dynamic assessment of intellectually handicapped children: Alternative assessment of handicapped children (Tech. No. 4)。  new window
圖書
1.Polya, G.(1957)。How to solve it。New York：Doubleday Anchor Book。  new window
2.許瑛珍(2007)。國小數學課本(第二冊)。台南：翰林。  延伸查詢new window
3.楊瑞智(2006)。國小數學課本. 第一冊。臺北市：康軒。  延伸查詢new window
4.Krulik, S. K.、Rudnick, J. A.(1989)。Problem Solving: A Handbook for Senior High School Teachers。Problem Solving: A Handbook for Senior High School Teachers。New York, NY：Allyn ＆ Bacon。  new window
5.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
6.吳明隆(2008)。結構方程模式：SIMPLIS的應用。五南圖書出版股份有限公司。  延伸查詢new window
7.Hair, J. F.、Anderson, R. E.、Tatham, R. L.、Black, W. C.(1995)。Multivariate data analysis with readings。Upper Saddler River, NJ：Prentice-Hall。  new window
8.Jöreskog, K. G.、Sörbom, D.(1993)。LISREL 8: Structural Equation Modeling with SIMPLIS Command Language。Scientific Software International Inc.。  new window
9.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
10.Flavell, J. H.、Miller, P. H.、Miller, S. A.(1993)。Cognitive Development。Englewood Cliffs, NJ：Prentice Hall。  new window
11.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
12.Flavell, John H.(1985)。Cognitive development。Englewood Cliffs, NJ：Prentice-Hall。  new window
13.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
14.余民寧(2006)。潛在變項模式：SIMPLIS的應用。高等教育。  延伸查詢new window
15.Hair, Joseph F. Jr.、Black, William C.、Babin, Barry J.、Anderson, Rolph E.、Tatham, Ronald L.(2006)。Multivariate data analysis。Pearson Prentice Hall。  new window
16.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
17.Mayer, Richard E.(1992)。Thinking, problem solving, cognition。W. H. Freeman and Company：Times Books：Henry Holt & Company。  new window
18.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
圖書論文
1.Verschaffel, L.、Greer, B.、De Corte, E.(2007)。Whole number concepts and operations。Second Handbook of research on mathematics teaching and learning: A project of the national council of teachers of mathematics。Charlotte, NC：Information Age Published Inc.。  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.Campione, J. C.、Brown, A. L.(1987)。Linking dynamic assessment with school achievement。Dynamic assessment: An interactional approach to evaluating learning potential。Guilford Press。  new window
4.Schoenfeld, A. H.(1992)。Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics。Handbook for research on mathematics teaching and learning。New York：MacMillan。  new window
5.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
6.Van Haneghan, J. P.、Baker, L.(1989)。Cognitive monitoring in mathematics。Cognitive strategy research: From basic research to educational applications。New York：Spring-Verlag。  new window
 
 
 
 
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