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題名:大學生知識信念、智力內隱理論與自我調整學習之研究
作者:陳易昌
校院名稱:國立彰化師範大學
系所名稱:教育研究所
指導教授:王智弘
學位類別:博士
出版日期:2011
主題關鍵詞:知識信念智力內隱理論自我調整學習epistemological beliefsimplicit theories of intelligenceself-regulated learning
原始連結:連回原系統網址new window
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近年來的研究建議要對知識信念的架構進行分析,並探討知識信念、智力內隱理論與自我調整學習三者的關係。而且,知識信念與智力內隱理論之間的關係也有待釐清。
本研究旨在瞭解中部三縣市大學生知識信念、智力內隱理論與自我調整學習的現況,並分別針對不同背景變項在大學生知識信念、智力內隱理論與自我調整學習上的差異情形加以探討;其次,分析三者之的關係;接著,針對其預測力進行討論;最後,驗證整體因果徑路的最適模式。
本研究採問卷調查法,以中部三縣市大學生為調查和分析的對象,編製「大學生學習狀況調查問卷」進行調查,抽取中部三縣市11所大學660位大學生為樣本,蒐集的資料以多變量變異數分析、典型相關、多元迴歸分析、結構方程模式等統計方法進行分析與處理。研究結論如下:
一、中部三縣市大學生的知識信念架構是多面向的,包含知識簡單、能力天生、知識確定、學習快速四個層面。
二、中部三縣市大學生抱持正向的知識信念、認同智力增長觀,且自我調整學習狀況得分在中上程度。
三、中部三縣市大學生的知識信念會因學科、學校體系之不同,而有顯著差異。
四、中部三縣市大學生的智力內隱理論會因性別、學校體系之不同,而有顯著差異。
五、中部三縣市大學生的自我調整學習「動機」會因性別之不同,而有顯著差異。
六、中部三縣市大學生的自我調整學習「學習策略」會因學科、學校體系之不同,而有顯著差異。
七、中部三縣市大學生的知識信念、智力內隱理論與自我調整學習具有顯著典型相關。
八、中部三縣市大學生的知識信念、智力內隱理論對整體自我調整學習具顯著預測力。
九、中部三縣市大學生的知識信念、智力內隱理論對自我調整學習各層面具顯著預測力,對「考試焦慮」沒有預測力。
十、中部三縣市大學生的知識信念、智力內隱理論與自我調整學習的關係結構模式獲得支持,其中,「動機」為中介變項。
最後,依據研究結果,提出具體建議,俾供高等教育、大學生及後續研究者之參考。
More empirical work is needed to examine the dimensionality of epistemological beliefs and relationships among those dimensions and academic self-regulated learning. Moreover, the demarcation between epistemological beliefs and implicit theories of intelligence was not able to fully comprehend yet.
The main purpose of the study was first to investigate the status quo of college students’ epistemological beliefs, implicit theories of intelligence and self-regulated learning and to analyze the differences between college students’ epistemological beliefs, implicit theories of intelligence and self-regulated learning in personal variables and school environmental variables. Next, it explored the relationships among college students’ epistemological beliefs, implicit theories of intelligence and self-regulated learning. Furthermore, this study revealed the predictive power of epistemological beliefs and implicit theories of intelligence to self-regulated learning. Finally, to examine the relation structure fit measure.
Data were collected from 660 college students of 11 college in central Taiwan and were analyzed by descriptive statistics, MANOVA, canonical correlation, multiple regression analysis, and structural equation modeling. Finally, the findings of this study were as followings:
College students’ dimensionality of epistemological beliefs in central Taiwan included simple knowledge, innate ability, certain knowledge and fast learning. The perceptions from the college students in central Taiwan about epistemological beliefs were positive, agree incremental view of intelligence, and perceptions of self-regulated learning are above average.
Significant differences were found on the part of college students’ perception of epistemological beliefs, given the consideration of variations of the students’ discipline and school system. Significant differences were found on the part of college students’ perception of implicit theories of intelligence, given the consideration of variations of the students’ gender and school system. Significant differences were found on the part of college students’ perception of “motivations” of self-regulated learning, given the consideration of variations of the students’ gender. Significant differences were found on the part of college students’ perception of “learning strategies” of self-regulated learning, given the consideration of variations of the discipline or school system.
There were significant canonical correlations between college students’ epistemological beliefs, implicit theories of intelligence and self- regulated learning in central Taiwan. The college students’ epistemological beliefs and implicit theories of intelligence were proper indicators in predicting entire self-regulated learning of college students’ self-regulated learning in central Taiwan. The college students’ epistemological beliefs and implicit theories of intelligence were proper indicators in predicting every dimension of college students’ self-regulated learning in central Taiwan. Furthermore, “test anxiety” can’t be predicted by college students’ epistemological beliefs and implicit theories.
The theoretical model constructed in the study could explain the relationships among main variables tested by Amos 6. Furthermore, “motivations” is the mediator of the model.
In the end, this research provided suggestions for the reference of higher education, college students and follow-up researchers.
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