不同閱讀能力學生成敗歸因方式、策略運用與後設認知能力之差異比較_

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題名：	不同閱讀能力學生成敗歸因方式、策略運用與後設認知能力之差異比較
書刊名：	師大學報
作者：	郭靜姿
出版日期：	1994
卷期：	39
頁次：	頁284-325
主題關鍵詞：	閱讀能力；學生；後設認知能力
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(4) 博士論文(5) 專書(0) 專書論文(0) 排除自我引用:4 共同引用:31 點閱:21

　　　　　本研究旨在比較不同中英文閱讀能力學生在成敗歸因方式、閱讀策略運用與後設認知能力上之差異。研究對象取自臺灣北區四所辦理數理資優教育的高中，受試總計有高一學生466名，其中資優生143名，普通生323名。被鑑定為中文高閱讀能力的學生為167名，中文低閱讀能力的學生為131名;而英文高閱讀能力的學生為179名，英文低閱讀能力學生為139名。研究工具包括七種: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、英文閱讀材料與評量題目、閱讀策略認知晤談量表及閱讀理解測驗(錯誤偵測測驗)。本研究結果發現:高閱讀能力學生的成敗歸因方式及閱讀態度較低閱讀能力學生為優，對於各種閱讀策略之運用次數多於低閱讀能力學生，而其後設理解能力亦優於低閱讀能力學生。惟這兩組學生在錯誤偵測能力上的差異卻未達到顯著水準。研究者建議學校教學應多加強學生錯誤辨識及批判的能力，以提高學生閱讀理解的層次。

以文找文

　　　　　The main purpose of this study was to compare the attributional styles, reading motivation, strategy use, and metacognition of two groups studentswith different reading comprehensive ability. The subjects were 11th grade students selected from the four seniorhigh schools engaged in gifted educatrion in Taipei area. There Were 143gifted students talented in Math and Science and 323 average students. Among of them, 167 were identified as high reading ability in Chinese,131 were identified as low reading ability in Chinese; While 179 were identified as high reading ability in English, 139 were identified as low readingability in English. Instruments used are: (1) Success/Failure Attribution Scale, (2) Reading Attitude Questionnaire, (3) Strategy Use Questionnaire, (4) Errordetecting Test, (5) Reading Strategy Interview Scale, (6) Chinese Reading Comprehension Test and Self- Prediction Checklist, (7) English Reading Comprehension Test and Self-Prediction Checklist. The results are as followings: 1. The high reading ability group showed better achievement motivation, lower fear of failure, and better reading attitude than the low reading ability group. 2. The high reading ability group reported use more strategies thanthe low reading ability group while reading. 3. The high reading ability group behaved higher metacognitive skillsthan the the low reading ability group, but there is no significant difference of the error-detecting ability between the two groups. The researchersuggested school teachers to help the students improve their critical abilityin the future.

以文找文

期刊論文
1.	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(9)，1487-1504。
2.	Flavell, J. H.(1971)。First discussant's comment's: What is memory development of?。Human Development，14，272-278。
3.	Armbruster, B. B.(1986)。Schema theory and design of instructional test。Educational Psychologist，51，11。
4.	Borkowski, J. G.、Weyhing, R. S.、Turner, L. A.(1986)。Attributional retraining and the teaching of strategies。Exceptional children，53(2)，130-137。
5.	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。
6.	Paris, S. G.、Oka, E. R.(1986)。Self-regulated learning among exceptional children。Exceptional Children，53(2)，103-108。
7.	Winograd, P.、Johnston, P.(1982)。Comprehension monitoring and the error detection paradigm。Journal of Reading Behavior，14，61-74。
8.	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。
9.	Flavell, J. H.(1979)。Metacognition and cognitive monitoring: A new area of cognitive development inquiry。American Psychologist，34(10)，906-911。
10.	Heider, F.(1944)。Social perception and phenomenal causality。Psychological Review，51，358-374。
11.	Markman, Ellen M.(1979)。Realizing That You Don't Understand: Elementary School Children's Awareness of Inconsistencies。Child Development，50(3)，643-655。
12.	Shore, B. M.、Dover, A. C.(1987)。Metacognition, Intelligence and Giftedness。Gifted Child Quarterty，31(1)，37-39。
13.	Weiner, Bernard(1972)。Attribution theory, achievement motivation, and the educational process。Review of Educational Research，42(2)，203-215。
14.	Weiner, Bernard(1979)。A theory of motivation for some classroom experiences。Journal of Educational Psychology，71(1)，3-25。
15.	Wittrock, M. C.(1974)。Learning as a generative activity。Educational Psychologist，11，87-95。
16.	Weiner, Bernard(1985)。An Attributional Theory of Achievement Motivation and Emotion。Psychological Review，92(4)，548-573。
17.	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。延伸查詢

會議論文
1.	Paris, S. G.(1988)。Fusing skill and will in children's learning and schooling。Presented at the Annual meeting of the American Educational Research Association。New Orleans。

圖書
1.	Heilman, Arthur W.、Blair, Timothy R.、Rupley, William H.(1990)。Principles and practices of teaching reading。Columbus, Ohio：Merrill Publishing Company。
2.	Alexander, J. E.、Heathington, B. S.(1988)。Assessing and correcting classroom reading problems。Glenview, IL。
3.	Kameenui, Edward J.、Simmons, Deborah C.(1990)。Designing instructional strategies: The prevention of academic learning problems。Merrill Publishing。
4.	Anderson, J. R.(1985)。Cognitive psychology and its implications。W. H. Freeman。
5.	Schneider, W.、Weinert, F. E.(1990)。Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance。N.Y.：Springer-verlag。
6.	Mayer, Richard E.、林清山(1991)。教育心理學--認知取向。臺北：遠流出版事業股份有限公司。延伸查詢
7.	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
8.	Stoodt, B. D.(1989)。Reading instruction。New York：Harper Row, Publishers, Inc.。
9.	Weiner, Bernard(1974)。Achievement motivation and attribution theory。General Learning Press。
10.	Flavell, John H.(1985)。Cognitive development。Englewood Cliffs, NJ：Prentice-Hall。
11.	Mayer, R. E.(1987)。Educational Psychology: A cognitive approach。Little, Brown and Company。
12.	Atkinson, John William(1964)。An Introduction to Motivation。Van Nostrand。
13.	Heider, Fritz(1958)。The Psychology of Interpersonal Relations。John Wiley & Sons, Inc.。
14.	Hirsch, E. D. Jr.(1987)。Cultural Literacy: What Every American Needs to Know。Houghton Mifflin Company。
15.	Fiske, S.、Taylor, S.(1991)。Social Cognition。New York：McGraw-Hill。

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)。

圖書論文
1.	Pressley, M.、Borkowski, J. G.、O'sullivan, J.(1985)。Children's metamemory and the teaching of memory strategies。Metacognition, cognition, and human performance: Volume 1: Theoretical perspectives。Orlando, Florida：Academic Press。
2.	Wellman, H. M.(1985)。The origins of metacognition。Metacognition, cognition, and human performance. Volume 1: Theoretical perspectives。Orlando, Florida。
3.	Goodman, K. S.(1976)。Reading: a psycholinguistic guessing game。Theoretical Models and Processes of Reading。International Reading Association。
4.	Baker, L.、Brown, A. L.(1984)。Metacognitive skills and reading。Handbook of reading research。New York, NY：Longman。
5.	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。
6.	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。
7.	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。
8.	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。
9.	Borkowski, J. G.、Peck, V. A.(1986)。Causes and consequences of metamemory in gifted children。Conceptions of giftedness。Cambridge Press。
10.	Borkowski, J. G.、Kurtz, B. E.(1987)。Metacognition and executive control。Cognition in special children: Comparative approaches to retardation, learning disabilities, and gifted。Norwood, NJ：Ablex Publishing Corporation。
11.	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.。
12.	Cook, L. K.、Mayer, R. E.(1983)。Reading strategies training for meaningful learning from prose。Cognitive strategy research。New York：Springer Verlag。
13.	Flavell, J. H.(1976)。Metacognitive aspects of problem solving。The nature of intelligence。Hillsdale, NJ：Erlbaum。
14.	Flavell, J. H.(1978)。Metacognitive development。Structural/Process models of complex human behavior。Sijthoff & Noordhoff。
15.	Kelley, H. H.(1967)。Attribution Theory in Social Psychology。Nebraska symposium on motivation。University of Nebraska Press。
16.	Mayer, R. E.(1988)。Learning strategies: An overview。Learning and study strategies: Issues in assessment, Instruction, and evaluation。New York：Academic Press。
17.	Forrest-Pressley, D. L.、Gillies, L. A.(1983)。Children's flexible use of strategies during reading。Cognitive strategy research: Educational applications。New York, NY：Springer-Verlag。
18.	Weinstein, C. E.(1978)。Elaboration skills as a learning strategy。Learning strategies。New York, NY：Academic Press。

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