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題名：誰會是數學低成就者？--低成就出現率、篩選方法與低成就類型之分析
書刊名：教育與心理研究
作者：陳嘉成 引用關係／薛人華／陳柏霖 引用關係／趙珮晴 引用關係／陳清溪 引用關係
作者(外文)：Chen, Chia-cheng／Hsueh, Jen-hua／Chen, Po-lin／Chao, Pei-ching／Chen, Chin-his
出版日期：2014
卷期：37:2
頁次：頁95-126
主題關鍵詞：低成就；低成就類型；低成就出現率；適應性學習組型；Underachievement；Types of underachievers；Incidence of underachiever；Adaptive learning pattern
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:2
  • 共同引用共同引用:118
  • 點閱點閱:303
資優低成就學生是資源的浪費，要掌握此議題，必須先探討三個問題。一、低成就學生的出現率為何？不了解出現率，將無法評估與追蹤問題的嚴重性；二、低成就出現率與篩選方式有直接的關係，但什麼是相對較佳的方式呢？三、許多低成就學生的輔導策略，都未考慮低成就者的類型，難道數學低成就只有一種類型嗎？本研究從雙北市抽取3,312位七年級學生為對象來探討以上三個問題。結果發現：一、數學資優低成就學生的出現率為11.4%，比國外大多文獻所報告來得低；二、分析後建議採用「綜合法」是相對較佳的分類法；三、本研究將數學低成就學生區分為：臨界型、完美主義型、普遍型、焦慮型與習得無助型等五種低成就類型，文末對數學低成就的議題提出相關建議。
Underachiever has been described as “one of the greatest social wastes” in Taiwan. To investigate this issue, three essential questions regarding underachievement were elaborated: First, what was the incidence of underachievers on math? Second, since the incidence of underachievers varied with the methods to identify them, which one would be the best way? Third, many literatures were discussing how to help and provide necessary counsel to underachievers without considering the types of them. Therefore, were there different types of underachievers? Was there only one type of underachievers? The data of the study was based on a sample of 3,312 students studying the 7th grade from junior high schools in Northern Taiwan. The results were as follows: (1) The incidence for underachievers was 11.4%, that was far less than the reports from the western literatures. (2) It was proposed that the integrated method was the better method to identify the underachievers from the achievers. (3) Five types of underachievers on math were identified: Borderline, Perfectionism, Average, Anxiety and Hopelessness by applying latent profile analysis. Based on the findings of this study, pedagogical implications for underachievement were discussed and provided for underachievers of math.
期刊論文
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37.郭生玉(19730600)。國中低成就學生心理特質之分析研究。國立臺灣師範大學教育研究所集刊，15，左451-534。  延伸查詢new window
38.吳齊殷、張明宜、陳怡蒨(2008)。尋找機制與過程：長期追蹤研究的功用。αβγ量化研究學刊，2(1)，1-26。  延伸查詢new window
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42.Dweck, Carol S.、Leggett, Ellen L.(1988)。A social-cognitive approach to motivation and personality。Psychological Review，95(2)，256-273。  new window
43.陳嘉成(20021200)。成就目標、行動控制取向與數學能力知覺的中介效果對國中生數學學習行為組型之關係研究。教育與心理研究，25(下)，629-656。new window  延伸查詢new window
44.陳嘉成(20060600)。為什麼自我跛足？與數學能力知覺、測驗焦慮對學習行為組型的中介效果。測驗學刊，53(1)，49-77。new window  延伸查詢new window
45.Elliot, Andrew J.、Harackiewicz, Judith M.(1996)。Approach and Avoidance Achievement Goals and Intrinsic Motivation: A Mediational Analysis。Journal of Personality and Social Psychology，70(3)，461-475。  new window
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會議論文
1.李宛諭(2004)。國中低成就資優生學習方式與大腦優勢之研究。東台灣特殊教育學術研討會。臺東縣：臺東大學特殊教育中心。1-16。  延伸查詢new window
學位論文
1.葛昌平(1983)。國小資賦優異兒童低成就相關特質之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.余民寧(1987)。考試焦慮、成就動機、學習習慣與學業成績之研究(碩士論文)。國立政治大學，臺北市。  延伸查詢new window
圖書
1.Clemons, T. L.(2008)。Underachieving gifted students: A social cognitive model (RM08234)。Storrs, CT：The National Research Center on the Gifted and Talented：University of Connecticut。  new window
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3.Davis, G. A.、Rimm, S. B.、Siegle, D.(2011)。Education of the gifted and talented。Pearson Education。  new window
4.Dziak, J. J.、Coffman, D. L.、Lanza, S. T.、Li, R.(2012)。Sensitivity and specificity of information criteria (Technical Report No. 12-119)。University Park, P：The Methodology Center, Penn State。  new window
5.Mandel, H. P.、Marcus, S. I.、Dean, L.(1995)。Could do better: Why children underachieve and what to do about it。New York, NY：Wiley。  new window
6.Whitmore, J. R.(1980)。Gifted, conflict, and under achievement。Boston, MA：Allyn & Bacon。  new window
7.陳榮華(2004)。國民中學智力測驗更新版指導手冊。臺北市：中國行為科學社。  延伸查詢new window
8.Midgley, C.、Maehr, M. L.、Hruda, L. Z.、Anderman, E.、Anderman, L.、Gheen, M.、Kaplar, A.、Kumar, R.、Middleton, M. J.、Nelson, J.、Roeser, R.、Urdan, J.、Freeman, K. E.(2000)。Manual for the Patterns of Adaptive Learning Scale。Ann Arbor, MI：University of Michigan。  new window
9.Muthen, L. K.、Muthen, B. O.(1998)。Mplus user’s guide。Los Angeles, CA：Muthen & Muthen。  new window
10.洪儷瑜(1995)。學習障礙者教育。心理。  延伸查詢new window
單篇論文
1.吳靜吉，余民寧，陳嘉成(1999)。自我設限策略量表。  延伸查詢new window
2.吳靜吉，程炳林(1992)。激勵學習策略量表。  延伸查詢new window
3.吳靜吉，林偉文，劉士豪(1998)。成就目標量表。  延伸查詢new window
其他
1.教育部統計處(2013)。教育統計查詢網，https://stats.moe.gov.tw/qframe.aspx?qno=MQA1AA2。  延伸查詢new window
圖書論文
1.Seeley, K. R.(1993)。Gifted students at risk。Counseling the gifted and talented。Denver, CO：Love Publishing。  new window
2.Flett, G. L.、Hewitt, P. L.(2002)。Perfectionism and maladjustment: An overview of theoretical, definitional, and treatment issues。Perfectionism: Theory, research, and treatment。Washington, DC：American Psychological Association。  new window
3.Pintrich, P. R.、Garcia, T.(1991)。Students goal orientation and self-regulation in the college classroom。Advances in motivation and achievement: Goals and self-regulatory processes。Greenwich, CT：JAI Press。  new window
4.Anderman, E. M.、Midgley, C.(2002)。Methods for studying goals, goal structures, and patterns of adaptive learning。Goals, goal structures, and patterns of adaptive learning。Mahwah, NJ：LEA：Erlbaum。  new window
 
 
 
 
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