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題名：千里之行，始於足下--國中生的數學習得無助感與終止數學低成就的可能路徑
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／鄧鈞文 引用關係
作者(外文)：Chen, Chia-cheng／Hsueh, Jen-hua／Chen, Po-lin／Teng, Chun-wen
出版日期：2015
卷期：38:4
頁次：頁35-65
主題關鍵詞：交叉延宕；低成就；習得無助；潛在成長；Cross-lagged；Underachievement；Learned helplessness；Latent growth
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(4) 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:218
  • 點閱點閱:96
本研究透過潛在成長模式，對數學低成就學生學習組型的發展進行分析，並透過交叉延宕效果模型，探討能力知覺、考試焦慮及自我調整三個學習組型變項與低成就之間的因果關係。資料來自於2,102位七、八年級學生在三個時間點的測量。研究結果顯示，低成就學生與成就型學生能力知覺與使用自我調整策略的差距愈來愈大，考試焦慮的差距卻愈來愈小，意謂低成就學生逐漸呈現出一種習得無助的學習組型。能力知覺與自我調整策略各自與數學低成就呈現顯著的交互影響關係，然而，在完整的交叉延宕模型中，七年級自我調整對低成就影響的部分會暫時消失，但在一個學期過後卻又出現，此結果可能與過渡期的影響有關。
This study investigated the development of learning patterns of underachievers in mathematics through latent growth model, and examined the causal effects of perceived competence, test anxiety and self-regulation through cross-lagged model. Three waves of data was obtained from 2,102 7th-8th grade students. The results showed that the discrepancies of perceived competence and self-regulation between achievers and underachievers getting larger, but of test anxiety getting smaller, implied the pattern of learned helplessness of underachievers. The perceived competence and self-regulation showed reciprocal effects on underachievement of mathematics, respectively. The effect of self-regulation on underachievers disappeared at the beginning of 7th grade, but reappears the next semester. This may result from transition period between elementary and junior high school.
期刊論文
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3.Hembree, R.(1988)。Correlates, causes, and treatment of test anxiety。Review of Educational Research，58(1)，47-77。  new window
4.陳嘉成、薛人華、陳柏霖、趙珮晴、陳清溪(20140600)。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。教育與心理研究，37(2)，95-126。new window  延伸查詢new window
5.侯雅齡(20140300)。國中學生學業自我概念發展之縱貫性分析。特殊教育研究學刊，39(1)，1-34。new window  延伸查詢new window
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14.van der Veen, I.、Peetsma, T.(2009)。The development in self-regulated learning behaviour of first-year students in the lowest level of secondary school in the Netherlands。Learning and Individual Differences，79(1)，34-46。  new window
15.Wang, C. K. J.、Chatzisarantis, N. L. D.、Spray, C. M.、Biddle, S. J. H.(2003)。Achievement goal profiles in school physical education: Differences in self- determination, sport ability belief, and physical activity。British Journal of Educational Psychology，72，433-445。  new window
16.Watt, H. M.(2004)。Development of adolescents' self-perceptions, values, and task perceptions according to gender and domain in 7th-through 11th-grade Australian students。Child Development，75(5)，1556-1574。  new window
17.Wigfield, A.、Eccles, J. S.(1989)。Test anxiety in elementary and secondary school students。Educational Psychologist，24(2)，159-183。  new window
18.施淑慎(20040300)。成就目標、自我效能、以及策略使用在考試焦慮上所扮演之角色。國立臺北師範學院學報. 教育類，17(1)，355-377。new window  延伸查詢new window
19.陳嘉成(20101200)。二向度或三向度？--國中生之成就目標建構適用性與自主性在學習歷程角色之研究。教育研究與發展期刊，6(4)，137-166。new window  延伸查詢new window
20.Cole, D. A.、Maxwell, S. E.(2003)。Testing mediational models with longitudinal data: questions arid tips in the use of structural equation modeling。Journal of Abnormal Psychology，112(4)，558-577。  new window
21.Fox, K.、Goudas, M.、Biddle, S.、Duda, J.、Armstrong, N.(1994)。Children's task and ego goal profiles in sport。British Journal of Educational Psychology，64(2)，253-261。  new window
22.Klein, A. G.、Muthén, B. O.(2007)。Quasi maximum likelihood estimation of structural equation models with multiple interaction and quadratic effects。Multivariate Behavioral Research，42(4)，647-673。  new window
23.Morris, L. W.、Davis, M. A.、Hutchings, C. H.(1981)。Cognitive and emotional components of anxiety: Literature review and a revised worry-emotionality scale。Journal of Educational Psychology，73(4)，541-555。  new window
24.Reis, S. M.、McCoach, D. B.(2000)。The underachievement of gifted students: What do we know and where do we go?。Gifted Child Quarterly，44(3)，152-170。  new window
25.Trouilloud, D.、Sarrazin, P.、Bressoux, P.、Bois, J.(2006)。Relation between teachers' early expectations and students' later perceived competence in physical education classes: Autonomy-supportive climate as a moderator。Journal of Educational Psychology，98(1)，75-86。  new window
26.White, S. A.(1998)。Adolescent goal profiles, perceptions of the parent-initiated motivational climate, and competitive trait anxiety。The Sport Psychologist，12(1)，16-28。  new window
27.林宴瑛、程炳林(20071200)。個人目標導向、課室目標結構與自我調整學習策略之潛在改變量分析。教育心理學報，39(2)，173-194。new window  延伸查詢new window
28.Pajares, Frank(1996)。Self-efficacy beliefs in academic settings。Review of Educational Research，66(4)，543-578。  new window
29.Urdan, T.、Midgley, C(2003)。Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence。Contemporary Educational Psychology，28(4)，524-551。  new window
30.Zuckerman, Miron、Kieffer, Suzanne C.、Knee, C. Raymond(1998)。Consequences of self-handicapping: Effects on coping, academic performance and adjustment。Journal of Personality and Social Psychology，74(6)，1616-1628。  new window
31.Jacobs, J. E.、Lanza, S.、Osgood, D. W.、Eccles, J. S.、Wigfield, A.(2002)。Changes in children's self-competence and values: Gender and domain differences across grades one through twelve。Child Development，73(2)，509-527。  new window
32.吳靜吉、程炳林(19920100)。激勵的學習策略量表之修訂。測驗年刊，39，59-78。new window  延伸查詢new window
33.毛國楠、程炳林(19930700)。目標層次與目標導向對大學生自我調整學習歷程之影響。教育心理學報，26，85-106。new window  延伸查詢new window
34.程炳林(20061000)。主觀能力與逃避策略之關係。師大學報．教育類，51(2)，1-24。new window  延伸查詢new window
35.陳嘉成(20071200)。區別高低分群學生數學成就因素的國際比較--以臺灣、南韓、澳洲與賽普勒斯的TIMSS 2003學生背景變項為例。測驗學刊，54(2)，377-401。new window  延伸查詢new window
36.De Fraine, Bieke、Van Damme, Jan、Onghena, Patrick(2007)。A longitudinal analysis of gender differences in academic self-concept and language achievement: A multivariate multilevel latent growth approach。Contemporary Educational Psychology，32(1)，132-150。  new window
37.Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology，82(1)，33-40。  new window
38.Nicholls, John G.(1984)。Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance。Psychological Review，91(3)，328-346。  new window
39.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
40.陳嘉成(20040600)。國中數學科高智商低成就學生學習行為構型之研究。測驗學刊，51(1)，1-27。new window  延伸查詢new window
41.Hu, Li-tze、Bentler, Peter M.(1999)。Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives。Structural Equation Modeling: A Multidisciplinary Journal，6(1)，1-55。  new window
學位論文
1.王金香(2010)。焦慮與動機影響數學學習之縱貫研究(博士論文)。國立政治大學。new window  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.Preacher, K. J.、Wichman, A. L.、MacCallum, R. C.、Briggs, N. E.(2008)。Latent growth curve modeling。Sage。  new window
2.Zeidner, M.(1998)。Test anxiety: The state of the art。New York, NY：Springer。  new window
3.Bollen, K. A.、Curran, P. J.(2006)。Latent curve models: A structural equation approach。Hoboken, NJ：Wiley。  new window
4.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
5.Muthen, L. K.、Muthen, B. O.(1998)。Mplus user's guide。Los Angeles, CA：Muthen, L. K., Muthen, B. O.。  new window
6.Davis, G. A.、Rimm, S. B.、Siegle, D.(2011)。Education of the gifted and talented。Pearson。  new window
7.Merton, Robert King(1968)。Social Theory and Social Structure。Free Press。  new window
8.Pintrich, Paul R.、Schunk, Dale H.(2002)。Motivation in education: Theory, research and applications。Pearson Education, Inc。  new window
9.Zimmerman, B. J.、Schunk, D. H.(2001)。Self-regulated learning and academic achievement: Theoretical perspectives。Lawrence Erlbaum Associates。  new window
10.Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York：Freeman。  new window
單篇論文
1.吳靜吉，余民寧，陳嘉成(1999)。數學能力知覺量表。  延伸查詢new window
圖書論文
1.Butler, R.(2005)。Competence assessment, competence, and motivation between early and middle childhood。Handbook of competence and motivation。New York, NY：Guilford Press。  new window
2.Weinstein, C. E.、Husman, J.、Dierking, D. R.(2000)。Self-regulation interventions with a focus on learning strategies。Handbook of self-regulation。San Diego, CA：Academic Press。  new window
3.Zeidner, M.、Matthews, G.(2005)。Evaluation anxiety; Current theory and research。Handbook of competence and motivation。New York, NY：The Guilford Press。  new window
4.Campbell, D. T.、Stanley, J.(1963)。Experimental and quasi-experimental designs for research and teaching。Handbook of research on teaching。Chicago, IL：Rand McNally。  new window
5.Schunk, D. H.、Pajares, F.(2005)。Competence perceptions and academic functioning。Handbook of competence and motivation。New York, NY：The Guilford Press。  new window
6.Wigfield, A.、Wagner, A. L.(2005)。Competence, motivation, and identity development during adolescence。Handbook of competence and motivation。New York, NY：Guilford Press。  new window
7.Zimmerman, B. J.(2000)。Attaining self-regulation: A social cognitive perspective。Handbook of self-regulation。Academic Press。  new window
8.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
9.Eccles, J. S.、Midgley, C.(1989)。Stage-environment fit: Developmentally appropriate classrooms for young adolescents。Research on motivation in education: Vol. 3. Goals and cognition。San Diego, CA：Academic Press。  new window
10.Kuhl, J.(1987)。Action control: The maintenance of motivational states。Motivation, intention, and volition。Springer-Verlag。  new window
11.Brown, A. L.(1987)。Metacognition, executive control, self-regulation, and other more mysterious mechanisms。Metacognition, Motivation, and Understanding。Lawrence Erlbaum Associates, Inc.。  new window
12.Eccles, J. S.、Midgley, C.、Adler, T. F.(1984)。Grade-related changes in the school environment: Effects on achievement motivation。The development of achievement motivation。Greenwich, CT：JAI Press。  new window
 
 
 
 
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