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題名：成績回饋方式對不同能力水準國中生數學科的學習動機、學習策略、學習態度與學業成就之影響
書刊名：教育心理學報
作者：毛國楠 引用關係
作者(外文)：Mao, Kuo-nan
出版日期：1997
卷期：29
頁次：頁117-135
主題關鍵詞：常模參照；努力分數回饋；合作學習；學習動機；學習態度；Normative feedback；Effort-score feedback；Cooperative learning；Motivation；Attitude for learning
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相關次數：
  • 被引用次數被引用次數:期刊(14) 博士論文(7) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:14
  • 共同引用共同引用:204
  • 點閱點閱:40
　　　　　本研究的目的在:1.探討常模參照、努力分數回饋、合作學習、以及合作學習與努 力分數回饋混合等四種成績回饋方式對國中生數學科的學習動機、學習策略、學習態度及學 業成就的影響是否有差異。 2. 探討成績回饋方式與能力水準對國中生的學習、動機、學習 策略、學習態度及學業成就是否有交互作用。 本研究採 3( 低中高數學能力水準 ) x4 (四 種回饋方式 ) x2( 前後測階段 ) 三因子重複量數設計進行。受試者為國中二年級學生 336 名，受試者分派到不同實驗情境，是以原班級為單位。依變項為自我效能、成敗歸因、學習 目標導向等動機變項；學習感受、班級氣氛、教師教學等學習態度變項、學習策略及數學科 成就測驗分數。 所蒐集之資料以變異數分析處理。結果發現:(1) 回饋方式與能力水準在學 習目標導向與表現目標導向有交互作用存在。(2) 合作學習組比常模參照組及努力回饋組在 班級氣氛上較融洽，而常模參照組有逃避學習及將成功歸之運氣的傾向。(3) 高能力學生呈 現勝任的動機類型，而低能力學生呈現習得無助的動機類型。文末討論不同成績回饋方式對 於促進學習效果的影響。
　　　　　The purposes of this study were:(1)to examine the effects of four types of feedback, including cooperative learning, effort-score feedback, normative feedback, and the combination of cooperative learning and effort-score feedback, on students' motivation, learning strategies, math achieve-ment, and responses toward feedback. (2)to examine the interaction effects between math ability levels and types of feedback on students' motivation, learning strategies, math achievement, and responses toward feedback. A 3(high, middle, and low level of math ability)x4(types of feedback)x2(stages) factorial design was adopted. Three hundred and thirty-six junior high students in intact classes were selected and randomly assigned to four feedback conditions. The dependent variables including goal-orientation, learning strategies, self-efficacy, attribution, self-setting goal, and math achievement were assessed. Three-way ANOVA was employed to analyze the data. The results idicated:(1)that the interaction effects between ability levels and types of feedback were limited, only significant on goal-orientation. (2) that the effects of coopera-tive learning were salient on classroom climate and math achievement. and (3) that low-ability students in each feedback group consistently showed learned helplessness pattern. The educational implications and interventions were also discussed.
期刊論文
1.Slavin, R. E.(1980)。Effects of individual learning expectations on student achievement。Journal of Educational Psychology，72(4)，520-524。  new window
2.Ames, C.(1981)。Competitive versus cooperative reward structures: the influence of individual and group performance factors on achievement attributions and affect。American Educational Research Journal，18(3)，273-287。  new window
3.Clifford, M. M.、Lan, W. Y.、Chou, F. C.、Qi, Y.(1989)。Academic risk taking: Developmental and cross cultural observations。Journal of Experimental Education，57，321-328。  new window
4.Eccles, J. S.、Midgley, C.、Wigfield, A.、Buchanan, C. M.、Reuman, D.、Flanagan, C.、Iver, Douglas Mac(1993)。Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families。American Psychologist，48(2)，90-101。  new window
5.Butler, Deborah L.、Winne, Philip H.(1995)。Feedback and self-regulated learning: A theoretical synthesis。Review of Educational Research，65(3)，245-281。  new window
6.Nichols, J. D.、Miller, R. B.(1994)。Cooperative learning and student motivation。Contemporary Educational Psychology，19(2)，167-178。  new window
7.Clifford, M. M.(1986)。The comparative effects of strategy and effort attributions。British Journal of Educational Psychology，56，75-83。  new window
8.Pintrich, P. R.、De Groot, E. V.(1990)。Motivational and self-regulated components of classroom academic performance。Journal of Educational Psychology，82(1)，33-40。  new window
9.Weiner, B.(1985)。An attributional theory of motivation and emotion。Psychological Review，92，548-573。  new window
10.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
11.盧欽銘(19810600)。我國兒童及青少年自我觀念縱貫三年發展之研究。教育心理學報，14，115-124。new window  延伸查詢new window
12.Ames, C.、Ames, R.(1981)。Competitive versus individualistic goal structures: The salience of past performance information for causal attributions and affect。Journal of Educational Psychology，73(3)，411-418。  new window
13.Qin, Z.、Johnson, D. W.、Johnson, R. T.(1995)。Cooperative versus competitive efforts and problem solving。Review of Educational Research，65(2)，129-143。  new window
14.Slavin, R. E.、Leavey, M. B.、Madden, N. A.(1984)。Combining cooperative learning and individualized instruction: effects on student mathematics achievement, attitudes, and behaviors。The Elementary School Journal，84(4)，409-422。  new window
15.Webb, N. M.、Farivar, S. H.(1994)。Promoting helping behavior in cooperative small groups in middle school mathematics。American Educational Research Journal，31，369-395。  new window
16.Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。  new window
17.Dweck, Carol S.(1986)。Motivational Processes Affecting Learning。American Psychologist，41(10)，1040-1048。  new window
18.Palincsar, A. S.、Brown, A. L.(1984)。Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities。Cognition and Instruction，1(2)，117-175。  new window
19.Ames, Carole、Archer, Jennifer(1988)。Achievement goals in the classroom: Students' learning strategies and motivation processes。Journal of Educational Psychology，80(3)，260-267。  new window
20.莊耀嘉、黃光國(19811200)。國中學生的成敗歸因與無助感特徵。中華心理學刊，23(2)，155-164。new window  延伸查詢new window
學位論文
1.李茂能(1985)。努力分數的回饋對國中生英語科的抱負水準、成就動機與學習效果之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.程炳林(1995)。自我調整學習的模式驗證及其教學效果之研究(博士論文)。國立臺灣師範大學，臺北市。new window  延伸查詢new window
3.邱穗中(1993)。成功動機導向課程對減輕國小學童數學習得無助感之實驗研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
4.蘇宜芬(1991)。後設認知訓練課程對國小低閱讀能力學生的閱讀理解能力與後設認知能力之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
5.曾陳密桃(1990)。國民中小學生的後設認知及其與閱讀理解之相關研究(博士論文)。國立政治大學。new window  延伸查詢new window
圖書
1.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
2.Bandura, Albert(1977)。Social Learning Theory。Prentice-Hall, Inc.。  new window
3.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
圖書論文
1.Pintrich, P. R.、Garcia, T.(1991)。Students goal orientation and self-regulation in the college classroom。Advances in motivation and achievement: Goals and self-regulatory processes。Greenwich, CT：JAI Press。  new window
 
 
 
 
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