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題名：認知策略、心情沉靜狀態、課室專注力與學業成就之關聯：以臺灣一所高級職業學校為例
書刊名：教育學報
作者：楊雅婷 引用關係／陳奕樺
作者(外文)：Yang, Ya-ting／Chan, I-hua
出版日期：2014
卷期：42:2
頁次：頁23-50
主題關鍵詞：認知策略；心情沉靜狀態；課室專注力；學業成就；心率變異性；Cognitive strategies；Calmness；Classroom concentration；Academic achievement；Heart rate variability
原始連結：連回原系統網址new window
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課室專注力是學生理解教學訊息的基礎，現今科技聲光媒體充斥，學生課室專注力不佳的問題急待解決。本研究從過往文獻歸納出與課室專注力關聯密切的變項，建構認知策略、心情沉靜狀態、課室專注力與學業成就關聯的解釋模型，並檢驗課室專注力在其中扮演的中介角色。研究者以台灣一所高級職業學校 254名一年級學生為對象，並以心電訊號進行心率變異性分析，測得學生於三堂物理課中的心情沉靜狀態。本研究經過模型比較，選擇出最佳的模型架構進行後續的模型適配度考驗，結果顯示關係模型與實徵資料適配情況良好，模型的路徑顯示：學生認知策略運用得愈多，課室專注力愈高；心情愈為沉靜，課室專注力愈高；學生的課室專注力愈高，學業成就愈高；課室專注力在認知策略與心情沉靜狀態對學業成就的影響中，均具有中介效果。綜合而論，本研究除驗證了認知策略與心情沉靜狀態對於課室專注力具正向影響外，更發現認知策略對於課室專注力的效果大於心情沉靜狀態帶來的影響，亦確認課室專注力的中介效果。根據結果，研究者提出三點未來研究建議：（1）心率變異性分析的擴大應用；（2）認知策略的測量時間要更為即時；（3）調整模型，納入學習動機與學業成就組別變項。
Students’ concentration in the classroom is fundamental to understanding what teachers instruct. However, in this era of too much audiovisual stimulus, low classroom concentration of students is an urgent problem to be resolved. After reviewing the literature of attention training, this study proposed a model to explain the relationship between cognitive strategies, calmness, classroom concentration, and academic achievement. Also the mediation effect of classroom concentration was examined. A total of 254 senior vocational students in one vocational high school in Kaohsiung participated in this study. To measure students’ calmness, heart rate variability analysis was used in three classes of physics. After model comparison, one model that had better fit index (Akaike information criterion) was chosen and was further examined. Results showed that the model fit well with empirical data and all hypotheses were supported: (a) the more cognitive strategies were used, the higher classroom concentration; (b) the more calmness, the higher classroom concentration; (c) the higher classroom concentration, the higher academic achievement; (d) the mediation effect of classroom concentration was found in both the relationship between cognitive strategies and academic achievement as well as between calmness and academic achievement. This study not only suggested that cognitive strategies and calmness positively influence classroom concentration, but also found that the effect of the former is larger than the latter. Suggestions for future studies were also provided.
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3.王乙婷、何美慧(20031200)。自我教導策略增進ADHD兒童持續性注意力之效果。特殊教育學報，18，21-54。new window  延伸查詢new window
4.顏永森、胡學誠、柯天盛(2011)。數位學習注意力對學習成效影響之研究。T&D飛訊，112，1-21。  延伸查詢new window
5.Dehghanpour, P.、Moharreri, S.(2014)。The effect of music on linear and nonlinear parameters of HRV。Indian Journal of Scientific Research，1(2)，34-39。  new window
6.Desbordes, G.、Negi, L. T.、Pace, T. W. W.、Wallace, B. A.、Raison, C. L.、Schwartz, E. L.(2012)。Effects of mindful-attention and compassion meditation training on amygdale response to emotional stimuli in an ordinary, non-meditative state。Frontiers in Human Neuroscience，6，92。  new window
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10.Luu, P.、Posner, M. I.(2003)。Anterior cingulate cortex regulation of sympathetic activity。Brain，126(10)，2119-2120。  new window
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12.Ramsburg, J. T.、Youmans, R. J.(2014)。Meditation in the higher-education classroom: Meditation training improves student knowledge retention during lectures。Mindfulness，5(4)，431-441。  new window
13.Selvaraj, N.、Shivplara, N. B.、Bhatia, M.、Santhosh, J.、Deepak, K. K.、Anand, S.(2008)。Heart rate dynamics during Shambhavi Mahamudra - A practice of Isha yoga。Journal of Complementary and Integrative Medicine，5(1)，10-2202。  new window
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16.Beauchemin, J.、Hutchins, T. L.、Patterson, F.(2008)。Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities。Complementary Health Practice Review，13(1)，34-45。  new window
17.Holmes, J.、Gathercole, S. E.、Dunning, D. L.、Hilton, K. A.、Elliott, J. G.(2010)。Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD。Applied Cognitive Psychology，24(6)，827-836。  new window
18.Tang, Y. Y.、Posner, M. I.(2009)。Attention training and attention state training。TRENDS in Cognitive Sciences，13(5)，222-227。  new window
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21.林宜親、李冠慧、宋玟欣、柯華葳、曾志朗、洪蘭、阮啟弘(20110300)。以認知神經科學取向探討兒童注意力的發展和學習之關聯。教育心理學報，42(3)，517-541。new window  延伸查詢new window
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會議論文
1.王臆婷、程炳林(201210)。學業自尊和自我設限之關係：學業情緒中介效果分析。臺灣心理學會第51屆年會。臺中。  延伸查詢new window
2.Chen, C. Y.、Wang, C. J.、Chen, E. L.、Wu, C. K.、Yang, Y. K.、Wang, J. S.、Chung, P. C.(201010)。Detecting sustained attention during cognitive work using heart rate variability。2010 Sixth International Conference on Intelligent Information Hiding and Multimedia Signal Processing。Darmstadt。  new window
3.Chiang, W. C.、Chen, I. H.、Yang, Y. T. C.、Wang, J. S.(201206)。Evaluation of sustained attention using feature parameters extracted from ECG signal。2012 National Symposium on System Science and Engineering。Keelung。  new window
研究報告
1.張新仁、傅粹馨(2008)。不同教育階段學生學習策略量表之編製 (計畫編號：NSC 95-2413-H-017-006)。  延伸查詢new window
學位論文
1.王文璟(2010)。中度智能障礙高職學生實施靜坐練習對腦波及注意力之影響(碩士論文)。樹德科技大學，高雄。  延伸查詢new window
2.陳彥妤(2005)。靜坐介入方案執行或開放教育程度差異對幼兒神經生理表現之探討(碩士論文)。樹德科技大學。  延伸查詢new window
圖書
1.Castle, P.、Buckler, S.(2009)。How to be a successful teacher: Strategies for personal and professional development。London：Sage。  new window
2.Bollen, K. A.(1989)。Structural Equations with Latent Variables。New York：John Wiley & Sons。  new window
3.余民寧(2006)。潛在變項模式：SIMPLIS的應用。高等教育。  延伸查詢new window
4.張春興(2001)。教育心理學：三化取向的理論與實踐。台北：東華。  延伸查詢new window
5.Jöreskog, Karl G.、Sörbom, Dag(1993)。LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language。Scientific Software International。  new window
6.Kline, Rex B.(1998)。Principles and Practice of Structural Equation Modeling。Guilford Press。  new window
其他
1.Miller, C.(2012)。Do video games cause ADHD? Why kids with attention problems are so focused - even fixated - on the screen，http://www.childmind.org/en/posts/articles/adhd-and-video-games。  new window
圖書論文
1.Moran, A.(2012)。Concentration: Attention and performance。The Oxford handbook of sport and performance psychology。New York, NY：Oxford University Press。  new window
 
 
 
 
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