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題名：資優生與普通生學習動機、策略運用與後設認知能力之差異比較
書刊名：特殊教育研究學刊
作者：郭靜姿 引用關係
出版日期：1994
卷期：10
頁次：頁319-348
主題關鍵詞：資優生；普通生；學習動機；策略運用；後設認知能力
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(1) 博士論文(3) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:31
  • 點閱點閱:51
　　　　　本研究旨在比較資優生與普通生在學習動機、策略運用與後設認知能力之差異。研究對象取自臺灣北區四所辦理數理資優教育的高中，受試總計466名，為高一學生，其中資優生143名，普通生323名。研究工具包括五種：成敗歸因量表、閱讀態度問卷、閱讀策略調查表、中文閱讀材料與評量題目及英文閱讀材料與評量題目。 研究結果發現資優學生的學習動機較普通學生積極；語文閱讀能力優於普通學生；資優組對於各種策略的難度評估大致低於普通組，兩組學生在多種策略的運用上有顯著差異；而在後設認知能力的差異上則難分軒輊。本研究亦發現學習動機與策略運用問有顯著的相關存在；但與代表後設認知之自我評估及自我預測正確性相關末達顯著水準。惟自我預測正確性與閱讀理解能力有高度正相關，可見後設認知能力與閱讀理解能力有正相關。研究者建議進一步比較不同閱讀能力學生在本研究各變項中的差異情形。
　　　　　Generelly speaking, gifted students possess high potential, but few studies have reported about their achievement attribution styles, learning strategy use, and metacognifive ability. In-deedly, teachers of the gifted often find some underachievers. Therefore, the purposes of this study were to explore the differences of gifted group and average group on learning motivation, strategy use, and metacomprehensive ability as well as the interrelationships among these three variables. The research results can be used to counsel and guide the underachievers in order to help them to develop their true potential for learning. The instruments employed in this study are as follows: 1. Success/Failure Questionnaire. 2. Reading Attitude Scale. 3. Strategy Use Questionnaire. 4. Chinese Reading Comprehension Test and Self Evaluation & Prediction Items. 5. English Reading Comprehension Test and Self Evaluation & Prediction Items. The subjects were 11th grade students selected from four senior high schools in northern Taiwan. There were nine classes, among these, 143 were identified as "gifted" and 323 were identified as "average". The results are listed following: 1. The gifted group reported lower tendency to "Avoid of Failure" than the average group on the "Success and Failure Questionnaire" 2. The gifted group also reported a more positive reading attitude than the average group on the "Reading Attitude Scale", even though they all came from the mathematically and scientifically talented classes. 3. The two, groups reported using different reading comprehensive strategies. The differences were especially significant on the English Reading Comprehension Test. 4. There was no significant difference on metacomprehensive ability between the two groups. 5. There were positivc correlations among need for achievement, reading attitude and strategy use ability. Negative correlations were found among avoidance of failure, reading attitude, strategy use and reading comprehcnsive ability. But there were no significant correlation- ships among motivational variables and metacognitive variables. While the correlation between reading comprehensive ability and self predictive ability was significantly positive.
期刊論文
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2.Armbruster, B. B.(1986)。Schema theory and design of instructional test。Educational Psychologist，51，11。  new window
3.Borkowski, J. G.、Weyhing, R. S.、Turner, L. A.(1986)。Attributional retraining and the teaching of strategies。Exceptional children，53(2)，130-137。  new window
4.Brown, A. L.、Campione, J. C.、Barclay, C. R.(1979)。Training self-checking routines for estimating test readiness: Generalizing from list learning to prose recall。Child Development，50，501-512。  new window
5.Covington, M. V.、Omelich, C. L.(1979)。Are causal attributions causal? A path analysis of the cognitive model of achievement motivation。Journal of Personality and Social Psychology，37，1487-1504。  new window
6.Flavell, J. H.(1971)。First discussant's comments: What is memory development of?。Human Development，14，272-278。  new window
7.Kelley, H. H.(1967)。Attribution theory in social psychology。Nebraska symposium on motivation，15，192-238。  new window
8.Markman, E. M.(1979)。Realizing that you don’t understand: Elementary school children’s awareness of inconsistencies。Child Development，50，643-655。  new window
9.Paris, S. G.、Oka, E. R.(1986)。Self-regulated learning among exceptional children。Exceptional Children，53(2)，103-108。  new window
10.Winograd, P.、Johnston, P.(1982)。Comprehension monitoring and the error detection paradigm。Journal of Reading Behavior，14，61-74。  new window
11.Brown, A. L.、Campione, J. C.、Day. J. D.(1981)。Learning to learn: On training students to learn from text。Educational Researcher，10，14-21。  new window
12.Flavell, J. H.(1979)。Metacognition and cognitive monitoring: A new area of cognitive development inquiry。American Psychologist，34(10)，906-911。  new window
13.Heider, F.(1944)。Social perception and phenomenal causality。Psychological Review，51，358-374。  new window
14.Shore, B. M.、Dover, A. C.(1987)。Metacognition, Intelligence and Giftedness。Gifted Child Quarterty，31(1)，37-39。  new window
15.Wittrock, M. C.(1974)。Learning as a generative activity。Educational Psychologist，11，87-95。  new window
16.邱上真(19890300)。後設認知研究在輕度障礙者教學上的應用。特殊教育季刊，30，12-16。new window  延伸查詢new window
會議論文
1.Paris, S. G.(1988)。Fusing skill and will in children's learning and schooling。The Annual meeting of the American Educational Research Association。New Orleans。  new window
圖書
1.Alexander, J. E.、Heathington, B. S.(1988)。Assessing and correcting classroom reading problems。Glenview, Illinois：Scott, Foresman and Company。  new window
2.Anderson, J. R.(1985)。Cognitive psychology and its implications。New York：Freeman & Co.。  new window
3.Heilman, A.、Blair, T.、Rupley, W.(1990)。Principles and practices of teaching reading。Columbus, Ohio：Merrill。  new window
4.Kameenui E. J.、Simmons D. C.(1990)。Designing instructional strategies。Columbus, Ohio：Merrill Publishing。  new window
5.Kaplan, S. N.(1974)。Providing programs for the gifted and talented。Ventura, Calif.：Office of the Ventura County Super-intendent of schools。  new window
6.Maker, C. J.(1982)。Curriculum development for the gifted。Rockville, Maryland：An Aspen。  new window
7.Schneider, W.、Weinert, F. E.(1990)。Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance。N.Y.：Springer-verlag。  new window
8.Sternberg, R. J.(1986)。Intelligence applied: Understanding and increasing your intellectual skills。Orlando, Florida：Harcourt Brace。  new window
9.Stoodt, B. D.(1989)。Reading Instruction。N.Y.：Harper Row。  new window
10.Ward, V. S.(1961)。Educating the gifted: An axiomatic approach。Columbus, Ohio：The Charles E. Merrill。  new window
11.邱上真(1990)。學習策略教學的理論與實際。臺南師院特教系。  延伸查詢new window
12.林清山(1991)。教育心理學--認知取向。台北：遠流。  延伸查詢new window
13.Weiner, Bernard(1974)。Achievement motivation and attribution theory。General Learning Press。  new window
14.Flavell, John H.(1985)。Cognitive development。Englewood Cliffs, NJ：Prentice-Hall。  new window
15.Murray, H. A.(1938)。Explorations in Personality。New York：Oxford University Press。  new window
16.Mayer, R. E.(1987)。Educational Psychology: A cognitive approach。Little, Brown and Company。  new window
17.Atkinson, John William(1964)。An Introduction to Motivation。Van Nostrand。  new window
18.Heider, Fritz(1958)。The Psychology of Interpersonal Relations。John Wiley & Sons, Inc.。  new window
19.McClelland, D. C.、Atkinson, J. W.、Clark, R. A.、Lowell, E. L.(1953)。The Achievement motive。Appleton-Century-Crofts。  new window
20.Hirsch, E. D. Jr.(1987)。Cultural Literacy: What Every American Needs to Know。Houghton Mifflin Company。  new window
21.Fiske, S.、Taylor, S.(1991)。Social Cognition。New York：McGraw-Hill。  new window
單篇論文
1.Goe, E. T.，Palmer, D. G.(1984)。The role of students' perception of study strategy and personal attributes in strategy use(ED 243077)。  new window
圖書論文
1.Baker, L.、Brown, A. L.(1984)。Metacognitive skills in reading。Handbook of reading research。N. Y.：Longman Inc.。  new window
2.Borkowski, J. G.、Kurtz, B. E.(1987)。Metacognition and executive control。Cognition in special children: Comparative Approaches to retardation, learning disabilities, and giftedness。Norwood, N.J.：Ablex Publish Corporation。  new window
3.Borkowski, J. G.、Johnston, M. B.、Reid, M. K.(1987)。Metacognition, motivation, and controlled performance。Handbook of cognitive, social and neuropsychological aspects of learning disabilities。Hillsdale, NJ：Erlbaum。  new window
4.Butterfield, E. C.、Belmont, J. M.(1977)。Assessing and improving the executive cognitive functions of mentally retarded people。Psychological issues in mental retardation。N. Y.：Psychological Dimensions。  new window
5.Ceci, S. J.、Bronfenbrenner, U.、Baker, J. G.(1988)。Memory in context: The case of prospective remembering。Universals in Memory Development。Hillsdale, N. J.：Erlbaum。  new window
6.Cook, L. K.、Mayer, R. E.(1983)。Reading strategies training for meaningful learning from prose。Cognitive strategy research educational applications。N. Y.：Springer-Verlag。  new window
7.Flavell, J. H.(1976)。Metacognitive aspects of problem solving。The nature of intelligence。Hillsdale, N. J.：Erlbaum。  new window
8.Flavell, J. H.(1978)。Metacognitive development。Structural/process theories of complex human behavior。Alphen a. d. Rijn：Sijthoff Noordhoff。  new window
9.Goodman, K.(1976)。Reading: A psycholinguistic guessing game。Theoretical models and process of reading。Newark, DE：International Reading Association。  new window
10.Jones. E. E.、Davis, K. E.(1965)。From act to disposition: The attribution process in person perception。Advances in experimental social psychology。N.Y.：Academic Press。  new window
11.Mayer, R. E.(1988)。Learning strategies: An overview。Learning and study strategies: Issues in assessment, instruction and evaluation。Academic Press, Inc。  new window
12.Pressley-Forrest, D. L.、Gillies, L. A.(1983)。Children's flexible use of strategies during reading。Cognitive strategy research educational applications。N.Y.：Springer-Verlag。  new window
13.Pressley, M.、Borkowski, J. G.、O’Sullivan, J. T.(1985)。Children's metamemory and the teaching of memory strategies。Metacognition, cognition, and human performance。San Diego：Academic Press。  new window
14.Verdonik, F.(1988)。Reconsidering the context of remembering: The need for a social description of memory processes and their development。Memory development: Universal changes and individual differences。Hillsdale, N. J.：Erlbaum。  new window
15.Wellman, H. M.(1985)。The origin of metacognition。Metacognition, cognition, and human performance。N.Y.：Academic Press。  new window
16.Borkowski, J. G.、Peck, V. A.(1986)。Causes and consequences of metamemory in gifted children。Conceptions of giftedness。Cambridge Press。  new window
17.Brown, A. L.(1980)。Metacognitive development and reading。Theoretical issues in reading comprehension: perspectives from cognitive psychology, linguistics, artificial intelligence and education。Hillsdale, New Jersey：Lawrence Erlbaum Associates, Inc.。  new window
18.Weinstein, C. E.(1978)。Elaboration skills as a learning strategy。Learning strategies。New York, NY：Academic Press。  new window
 
 
 
 
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