臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：國中生學習行動控制模式之驗證及行動控制變項與學習適應之關係
書刊名：教育心理學報
作者：程炳林 引用關係／林清山
作者(外文)：Cherng, Biing-lin／Lin, Chen-shan
出版日期：1999
卷期：31:1
頁次：頁1-35
主題關鍵詞：行動控制策略；行動導向；情意反應；學習適應；Action orientation；Action control strategies；Affective response；Learning adaptation
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(13) 博士論文(11) 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:184
  • 點閱點閱:104
　　　　　本研究的目的在:(l) 建構一個國中生學習行動控制模式，並蒐集實際的觀察資料 來驗證此一模式的適配度;(2)根據觀察資料來建立羅吉式迴歸預測模式，以預測國中生的學 習成就與教師評定的學習適應。受試者是臺灣北部及中部地區I3所國中30個班級共780名 學生及他們的班級導師。受試學生接受行動導向量表、行動控制策略覺察量表、行動控制策 略使用量表、和情意反應量表的測量，班導師則接受教師評定量表的施測。 研究結果顯示:(l)本研究根據理論與實徵研究結果所提出的「國中生學習行動控制模式」 在整體適配度考驗上雖然卡方值達顯著水準，但是其他七項重要的適配度考驗指標(如CFL, AGFL, NFI, NNFI, CFI, IFI, RFI等)都顯示模式與觀察資料可以適配，內在結構適配度也 顯示理想的模式內在品質，潛在變項之間的效果考驗則支持本研究的假定。(2)本研究根據實 微資料所建立的二個羅吉式迴歸預測模式都能有效預測學習成就和教師評定的學習適應這二 個效標變項:預測變項對二個效標變項的正確區別率分別是67.95%和69.10%，而在預測變項 的相對預測力上，觀察資料也顯示支持理論文獻的結果。
　　　　　The purposes of this study were: (1) to verify the goodness of fit between empirically observed data and Action Control Model proposed by the author, and (2) to establish the logistic regression model with observed data. The participants were 780 students and 30 teachers from 13 junior high schools in Taiwan middle and northern area. The instruments used in this study include: Action Orientation Inventory, Awareness of Action Control Strategies Inventory, Action Control Strategies Inventory, Affective Response Inventory, and Teacher Rating Scale. The collected data were analyzed with LISREL and logistic regression analysis. The results of this study were as follow:.(1) Although the value of cit-square was significant at .05 level, other overall and internal structure model fit indices indicated that the Action Control Model fitted the observed data well. (2) Two logistic regression models proposed by the author could effectively predict students' learning achievement and teacher rating scores. The correct classification rate, 67.95% or 69.10%, was significantly higher than that expected by chance alone.
期刊論文
1.Corno, L.(1986)。The metacognitive control components of self-regulated learning。Contemporary educational psychology，11(4)，333-346。  new window
2.Snow, R. E.、Swanson, J.(1992)。Instructional psychology: Aptitude, adaptation, and assessment。Annual Review of Psychology，43(1)，583-626。  new window
3.Karabenick, S. A.、Knapp, J. R.(1991)。Relationship of Academic Help Seeking to the Use of Learning Strategies and Other Instrumental Achievement Behavior in College Students。Journal of Educational Psychology，83(2)，221-230。  new window
4.Snow, R. E.(1989)。Toward assessment of cognitive and conative structures in learning。Educational Researcher，18(9)，8-15。  new window
5.Corno, L.(1993)。The best-laid plans: Modem conceptions and educational research。Educational Research，22(2)，14-22。  new window
6.Anderson, J. C.、Gerbing, D. W.(1985)。The effect of sampling error and model characteristics on parameter estimation for maximum likelihood confirmatory factor analysis。Multivariate Behavioral Research，20，255-271。  new window
7.Beckmann, J.、Khul, J.(1984)。Altering information to gain action control: Functional aspects of human information processing in decision making。Journal of Research in Personality，18，224-237。  new window
8.Marsh, Herbert W.、Hocevar, Dennis(1985)。Application of confirmatory factor analysis to the study of self-concept: First- and higher order factor models and their invariance across groups。Psychological Bulletin，97(3)，562-582。  new window
9.Pokay, P.、Blumenfeld, P. C.(1990)。Predicting achievement early and late in the semester: The role of motivation and use of learning strategies。Journal of Educational Psychology，82(1)，41-50。  new window
10.程炳林、林清山(19980100)。行動導向量表編製報告。測驗年刊，45(1)，65-81。new window  延伸查詢new window
11.Anderson, J. C.、Gerbing, David W.(1984)。The effect of sampling error on convergence, improper solution, and goodness of fit indices for maximum likelihood confirmatory factor analysis。Psychometrika，49，155-173。  new window
12.Bentler, Peter M.、Bonett, Douglas G.(1980)。Significance tests and goodness of fit in the analysis of covariance structures。Psychological Bulletin，88(3)，588-606。  new window
13.Marsh, Herbert W.、Balla, John R.、McDonald, Roderick P.(1988)。Goodness-of-fit Indexes in Confirmatory Factor Analysis: The Effect of Sample Size。Psychological Bulletin，103(3)，391-410。  new window
14.Meece, Judith L.、Blumenfeld, Phyllis C.、Hoyle, Rock H.(1988)。Students' Goal Orientations and Cognitive Engagement in Classroom Activities。Journal of Educational Psychology，80(4)，514-523。  new window
15.Boekaerts, M.(1997)。Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students。Learning and Instruction，7(2)，161-186。  new window
16.Bagozzi, Richard P.、Yi, Youjae(1988)。On the Evaluation of Structural Equation Models。Journal of the Academy of Marketing Science，16(1)，74-94。  new window
17.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
18.吳靜吉、程炳林(19930300)。國民中小學生學習動機、學習策略與學業成績之相關研究。國立政治大學學報，66(上冊)，13-39。  延伸查詢new window
19.Bandura, Albert(1991)。Social Cognitive Theory of Self-regulation。Organizational Behavior and Human Decision Processes，50(2)，248-287。  new window
20.林清山、程炳林(19950600)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報，28，15-57。new window  延伸查詢new window
21.Anderson, James C.、Gerbing, David W.(1988)。Structural equation modeling in practice: A review and recommended two-step approach。Psychological Bulletin，103(3)，411-423。  new window
會議論文
1.Garcia, T.、Pintrich, P. R.(1991)。Student motivation and self-regulated learning: A LISREL model。The annual meeting of the American Education Research Association，(會議日期: 1991/04)。Chicago, Illinois。  new window
2.Pintrich, P. R.(1986)。Motivation and learning strategies interactions with achievement。The American Educational Research Association Convention。San Francisco, California。  new window
3.Mence, V. H.、Schonwetter, D. J.(1994)。Action control, motivation, and academic achievement。The Annual Meeting of the American Educational Research Association。  new window
研究報告
1.林清山、程炳林(1997)。青少年心理與適應之整合研究：國中生學習行動控制模式之建構與驗證暨教學輔導策略實驗方案效果之研究 (計畫編號：NSC86-2413-H-003-010-G10)。  延伸查詢new window
學位論文
1.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
2.張景媛(1994)。國中生數學學習歷程統整模式的驗證及應用：學生建構數學概念的分析及數學文字題教學策略的研究(博士論文)。國立臺灣師範大學，臺北市。new window  延伸查詢new window
3.林建平(1994)。整合學習策略與動機的訓練方案對國小閱讀理解困難兒童的輔導效果(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
4.陳麗芬(1995)。行動控制觀點的自我調節學習及其相關研究(碩士論文)。國立政治大學。  延伸查詢new window
圖書
1.Sharma, Subhash(1996)。Applied Multivariate Techniques。John Wiley & Sons, Inc.。  new window
2.Jöreskog, K. G.、Sörbom, D.(1993)。PRELIS 2 user's reference guide。Chicago, IL：Scientific software international。  new window
3.Weiner, B.(1992)。Human motivation: Metaphors, theories, and research。SAGE。  new window
4.Jöreskog, Karl G.、Sörbom, Dag(1993)。LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language。Scientific Software International。  new window
5.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
6.Joreskog, K. G.、Sorbom, D.(1993)。LISREL 8: User's Reference Guide。Chicago：Scientific Software。  new window
單篇論文
1.Blackwell, C. A.(1991)。A correlational study of the cognitive-affective-conative domains in elementary students(AAC 9119567)。(AAC 9119567)。  new window
圖書論文
1.Klinger, E.(1982)。On the self-management of mood, affect and attention。Self-management and behavior change: From theory to practice。New York：Pergamon。  new window
2.Schneider, K.(1987)。Achievement-reacted emotions in preschoolers。Motivation, intention, and volition。New York：Springer-Verlag。  new window
3.Schwarz, N.(1990)。Feeling as information: Informational and motivational functions of affective states。Handbook of motivation and cognition: Foundations of social behavior。New York：Guilford。  new window
4.Weiner, B.(1987)。The role of emotions in a theory of motivation。Motivation, intention, and volition。NY：Springer-Verlag。  new window
5.Kuhl, J.(1985)。Volitional mediators of cognitive-behavior consistency: Self-regulatory processes and action versus state orientation。Action control: From cognitive to behavior。New York：Springer-Verlag。  new window
6.Pairs, S. G.、Byrnes, J. P.(1989)。The Constructivist Approach to Self-regulation and Learning in the Classroom。Self-regulated Learning and Academic Achievement: Theory, Research, and Practice。New York, NY：Springer-Verlag。  new window
7.Pintrich, P. R.、Schrauben, B.(1992)。Students' motivational beliefs and their cognitive engagement in academic tasks。Students' perception in the classroom: Causes and consequences。Hillsdale, NJ：Erlbaum。  new window
8.Wigfield, A.(1994)。The role of children's achievement values in the self-regulation of their learning outcomes。Self-regulation of learning and performance。Hillsdale, New Jersey：Lawrence Erlbaum Associates。  new window
9.Pintrich, P. R.(1989)。The dynamic interplay of student motivation and cognition in the college classroom。Advances in motivation and achievement: Motivation enhancing environments。JAI Press。  new window
10.McCombs, B. L.(1989)。Self-regulated Learning and Academic Achievement: A Phenomenological View。Self-regulated Learning and Academic Achievement: Theory, Research, and Practice。NY：Springer-Verlag。  new window
11.Boekaerts, M.(1995)。The interface between intelligence and personality as determinants of classroom learning。Handbook of personality and intelligence。New York：Plenum。  new window
12.Corno, L.(1994)。Student volition and education: Outcomes, influence, and practices。Self-regulation of learning and performance。Lawrence Erlbaum Associates。  new window
13.Kanfer, R.、Dugdale, B.、McDonald, B.(1994)。Empirical findings on the action control scale in the context of complex skill acquisition。Volition and personality: Action versus state orientation。Seattle：Hogrefe & Huber。  new window
14.Kuhl, J.(1984)。Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action control。Progress in Experimental Personality research。New York：Academic Press。  new window
15.Kuhl, J.、Kraska, K.(1989)。Self-regulation and metamotivation: computational mechanisms, development, and assessment。Abilities, Motivation, and Methodology: The Minnesota Symposium on Individual Differences。Hillsdale：Erlbaum。  new window
16.Snow, R. E.(1989)。Cognitive-conative aptitude interactions in learning。Abilities, Motivation, and Methodology: The Minnesota Symposium on Individual Differences。Hillsdale：Erlbaum。  new window
17.Zimmerma, B. J.(1994)。Dimensions of academic self-regulation: A conceptual framework for education。Self-regulation of learning and performance。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
18.McCombs, B. L.(1988)。Motivational skills training: Combining metacognitive, cognitive, and affective learning strategies。Testing and cognition。Englewood Cliffs, NJ：Prentice Hall。  new window
19.Corno, L.(1987)。Teaching and self-regulated learning。Talks to Teachers。New York：Random House。  new window
20.Bossong, B.(1994)。Scholastic stressors and achievement-related anxiety。Volition and personality: Action versus state orientation。Seattle：Hogrefe & Huber。  new window
21.Bumstein, J. C.(1994)。Dispositional action control as a predictor of how people cope with academic failure。Volition and personality: Action versus state orientation。Seattle：Hogrefe & Huber。  new window
22.Boekaerts, M.(1994)。Action control: How relevant is it for classroom learning?。Volition and personality: Action versus state orientation。Seattle：Hogrefe & Huber。  new window
23.Corno, L.(1989)。Self-regulated learning: A volitional analysis。Self-regulated learning and academic achievement: Theory, research, and practice。New York：Springer-Verlag。  new window
24.Kuhl, J.(1987)。Action control: The maintenance of motivational states。Motivation, intention, and volition。Springer-Verlag。  new window
25.Kuhl, J.(1994)。Action versus state orientation: Psychometric properties of the Action Control Scale (ACS-90)。Volition and personality: Action versus state orientation。Seattle：Hogrefe & Huber。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：720（臺灣：713，外國：7） ／ 本年度總使用人次：1885225 ／ 訪客人次（自102年09月）：67692767
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上