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題名：翻轉教室學習模式下自我效能、內在價值及測試焦慮與學習成就之交互影響：以微積分課程為例
書刊名：嘉大教育研究學刊
作者：陳姵蓉／康以諾／英家銘 引用關係／唐功培
作者(外文)：Chen, Pei-jung／Kang, Yi-nuo／Ying, Jia-ming／Tang, Kung-pei
出版日期：2017
卷期：38
頁次：頁71-103
主題關鍵詞：微積分；自我效能；學習動機；動機信念；翻轉教室；Calculus；Self-efficacy；Learning motivation；Motivational belief；Flipped classroom
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(7) 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:7
  • 共同引用共同引用:8
  • 點閱點閱:20
本研究旨在探討大學微積分課程採用翻轉教室教學模式對學習者的學習經驗之影 響。以改編自Pintrich 與 De Groot (1990)學習動機與策略問卷（MSLQ：Motivated Strategies for Learning Questionnaire）之動機信念自陳量表作為研究工具，以臺北市某大學藥學系1 年級學生共179 名學生為研究對象，分為實驗組（88 人）與控制組（90 人）兩組。以性 別及原先學習表現為共變項，學生之自我效能、內在價值及測試焦慮為依變項，經分析 後研究結果顯示：（1）不論是在實驗組或控制組，性別差異對微積分學習成就的影響力 未達顯著水準；（2）實驗組與控制組的後測學習成就表現有顯著差異；（3）實驗組的前 測及後測學習成績表現有顯著差異；（4）實驗組學生的自我效能後測分數愈高，在微積 分課程的學習成就分數進步愈多。
This study investigate the effect of the Flipped-Classroom Format on Calculus Learning Experience. Measure Instrument was the revised version of the Motivated Strategies for Learning Questionnaire which developed by Pintrich and De Groot. Sample of this study were 179 pharmacy students who were enrolled in calculus class in the fall semester 2015. The independent variables of this comparative study was the flipped classroom as instructional intervention (90 in control group; 88 in experimental group 88).The dependent variables were students’ perception of self-efficacy， intrinsic value， their test anxiety and learning achievement in the calculus class. The control variables were the gender and students’ initiated learning performance in calculus. Results indicate that students in experimental group did have significantly better learning achievements than students in control group. The learning achievement of the students in experimental group is significantly positive correlated with their perception of the calculus learning self-efficacy.
期刊論文
1.Bandura, A.、Branchard, E. B.、Ritter, B.(1969)。Relative efficacy of desensitization and modeling approaches for inducing behavioral, affective, and attitudinal changes。Journal of Personality ancl Social Psychology，13，173-199。  new window
2.李浩然、柳賢(20120600)。國三學生數學觀念之研究。科學教育學刊，20(3)，267-294。new window  延伸查詢new window
3.黃國清(20081200)。數學學習成就之性別差異研究--以九年一貫課程七年級數學綱要為例。中等教育，59(4)，40-56。new window  延伸查詢new window
4.Abeysekera, L.、Dawson, P.(2015)。Motivation and cognitive load in the flipped classroom: definition, rationale and call for a research。Higher Education Research & Development，34(1)，1-14。  new window
5.Devine, A.、Fawcett, K.、Szucs, D.、Dowker, A.(2012)。Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety。Behavioral and Brain Functions，8，33-41。  new window
6.Cassady, J. C.、Johnson, R. E.(2001)。Cognitive Test Anxiety and Academic Performance。Contemporary Educational Psychology，27，270-295。  new window
7.Berrett, D.(20120219)。How 'Flipping' the Classroom Can Improve the Traditional Lecture。The Chronicle of Higher Education，12，1-14。  new window
8.Hembree, R.(1988)。Correlates, causes, and treatment of test anxiety。Review of educational research，58，47-77。  new window
9.Kim, M. K.、Kim, S. M.、Khera, O.、Getman, J.(2014)。The experience of three flipped classrooms in an urban university: an exploration of design principles。The Internet and Higher Education，22，37-50。  new window
10.Meijer, J.、Oostdam, R.(2007)。Test anxiety and intelligence testing: a closer examination of the stage-fright hypothesis and the influence of stressful instruction。Anxiety Stress Coping，20(1)，77-91。  new window
11.Milman, N. B.(2012)。The flipped classroom strategy: What is it and how can it best be used?。Distance Learning，9(3)，85-87。  new window
12.O'Flaherty, J.、Phillips, C.(2015)。The use of flipped classrooms in higher education: A scoping review。The Internet and Higher Education，25，85-95。  new window
13.Sarason, I. G.(1961)。Test anxiety and the intellectual performance of college students。Journal of educational psychology，52，201-206。  new window
14.Tamim, R. M.、Bernard, R. M.、Borokhovski, E.、Abrami, P. C.、Schmid, R. F.(2011)。What forty years of research says about the impact of technology on learning。Review of educational research，81(1)，4-28。  new window
15.Wigfield, A.、Eccles, J. S.(1994)。Children's Competence Beliefs, Achievement Values, and General Self-Esteem: Change across Elementary and Middle School。Journal of Early Adolescence，14(2)，107-138。  new window
16.Wigfield, Allan、Eccles, Jacquelynne S.(2000)。Expectancy-value theory of achievement motivation。Contemporary Educational Psychology，25(1)，68-81。  new window
17.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
18.Lage, Maureen J.、Platt, Glenn J.、Treglia, Michael(2000)。Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment。The Journal of Economic Education，31(1)，30-43。  new window
19.Bandura, Albert(1977)。Self-efficacy: Toward a unifying theory of behavioral change。Psychological Review，84(2)，191-215。  new window
20.Zimmerman, B. J.、Martinez-Pons, M.(1986)。Development of a structured interview for assessing student use of self regulated learning strategies。American Educational Research Journal，23(4)，614-628。  new window
21.Bandura, Albert(2000)。Exercise of human agency through collective efficacy。Current Directions in Psychological Science，9(3)，75-78。  new window
22.Bandura, Albert(1982)。Self-Efficacy Mechanism in Human Agency。American Psychologist，37(2)，122-147。  new window
23.Zimmerman, Barry J.(2000)。Self-efficacy: An essential motive to learn。Contemporary Educational Psychology，25(1)，82-91。  new window
會議論文
1.Baker, J. W. B.(2000)。The "classroom flip": using web course management tools to become the guide on the side。The 11th international conference on College Teaching and Learning Jacksonville。Jacksonville, Florida。  new window
學位論文
1.Strayer, J.(2007)。The effects of the classroom flip on the learning environment: A comparison of learning activity in traditional classroom and a flip classroom that used an intelligent tutoring system(博士論文)。The Ohio State University，Columbus。  new window
2.韓珮華(2007)。數學焦慮與自我概念對動機與成就中介效果之探討：以PISA2003香港資料為例(碩士論文)。國立政治大學。  延伸查詢new window
圖書
1.Neuhauser, C.(2011)。Calculus for biology and medicine。Pearson。  new window
2.Rogers, C. R.(1969)。Freedom to Learn。Columbus, OH：Merrill。  new window
3.陳維昭(2007)。臺灣高等教育的困境與因應。國立臺灣大學出版中心。  延伸查詢new window
4.Maslow, Abraham H.(1954)。Motivation and Personality。Harper & Row。  new window
5.Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York：Freeman。  new window
圖書論文
1.Deffenbacher, J. L.(1980)。Worry and emotionality in test anxiety。Test anxiety: Theory, research, and applications。Hillsdale, NJ：Erlbaum。  new window
2.Eccles, J. S.、Adler, T. F.、Futterman, R.、Goff, S. B.、Kaczala, C. M.、Meece, J. L.、Midgley, C.(1983)。Expectancies, values, and academic behaviors。Achievement and achievement motivation。San Francisco, CA：W. H. Freeman and Company。  new window
3.Johnson, D. W.、Johnson, R. T.(2005)。Cooperative Learning, Values, and Culturally Plural Classrooms。Classroom Issues: Practice, Pedagogy and Curriculum。London：New York：Routledge Falmer。  new window
 
 
 
 
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