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題名：國中生英語學習歷程模式之驗證
書刊名：教育心理學報
作者：吳青蓉 引用關係／張景媛 引用關係
作者(外文)：Wu, Ching-jung／Chang, Ching-yuan
出版日期：2003
卷期：35:2
頁次：頁121-140
主題關鍵詞：行動控制；英語學習歷程模式；後設認知；情意反應；學習表現；Action control；Affective reaction；English learning process model；Learning performance；Meta-cognition
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(10) 博士論文(9) 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:344
  • 點閱點閱:42
本研究主要目的在統整相關理論建立國中生英語學習歷程模式，並以實際所得資料進行模式驗證，以探討影響國二學生英語學習歷程的相關因素及因果關係。本研究以449位國二學生為研究對象，運用英語情意反應量表、行動控制策略量表、後設認知量表和英語成就測驗等研究工具，所獲得的資料以LISREL統計方法進行分析。結果發現：一、本研究的國中生英語學習歷程模式與實際資料可以適配，顯示本研究所提出的國中生英語學習歷程模式可以解釋一般國中二級學生的觀察資料。二、國中生英語學習歷程模式中，情意反應對行動控制具直接效果；情意反應對後設認知具直接效果；行動控制對後設認知具直接效果；後設認知對學習表現具直接效果；此外，情意對對後設認知與學習表現具間接效果；而行控制對學習表現亦具間接效果。
The purposes of this study were to construct a model of English Learning Process and to certify it with data from 449 junior high school students (eighth grades). The instruments employed in this study include: Affective Reaction Inventory, Action Control Inventory, Metacognition Inventory, and English Achievement Test. The collected data were analyzed with LISREL. The major finding were: (1) Except the Chi square test that was easily influenced by the sample size, the results indicated that the English Learning Process Model fitted te observed data well in preliminary, overall, and internal structure model fit criteria. (2) the direct effects in the English learning process model were significant regarding their affective reaction with action control, affective reaction with metacognition, action control with metacognition, and metacognition with learning performance; the indirect effects were also significant regarding their affective reaction with metacognition, affective reaction with learning performance, and action control with learning performance.
期刊論文
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6.程炳林、林清山(20021000)。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報，34(1)，43-60。new window  延伸查詢new window
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11.程炳林(20010400)。動機、目標設定、行動控制、學習策略之關係：自我調整學習歷程模式之建構及驗證。師大學報．教育類，46(1)，67-92。new window  延伸查詢new window
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會議論文
1.胡永崇(1999)。國語文低成就學生後設認知能力之研究。學童閱讀困難的鑑定與診斷研討會，國立中正大學心理學研究所 (主辦) 。臺北市：台灣師範大學出版社。  延伸查詢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.Garcia, T.、Pintrich, P. R.(1991)。Student Motivation and Self-regulated Learning: A LISREL Model。Chicago, IL。  new window
4.Garcia, T.、Pintrinch, P. R.(1993)。Self-schemas, motivational strategies and self-regulated learning。Atlanta。  new window
5.Vermunt, J. D.(1987)。Learning style and self-regulation。The Annual Meeting of the American Educational Research。Washington, DC。  new window
6.Wigfield, A.(1984)。Relationships between ability perceptions, other achievement-related beliefs, and school performance。New Orleans, LA。  new window
研究報告
1.林清山、程炳林(1997)。國中生學習行動控制模式的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：NSC 86-2413-H003-010-G10)。行政院國家科學委員會。  延伸查詢new window
學位論文
1.曾美惠(1984)。國中英語科低成就學生英語科學習行為之研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
2.胡永崇(1995)。後設認知教學策略對國小閱讀障礙兒童閱讀理解成效之研究(博士論文)。國立彰化師範大學。new window  延伸查詢new window
3.程炳林(1991)。國民中小學生激勵的學習策略之相關研究(碩士論文)。國立政治大學，臺北。  延伸查詢new window
4.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
5.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
6.項必蒂(1991)。師院生學習教育心理學之動機等策略及其相關因素研究(博士論文)。國立政治大學，臺北市。new window  延伸查詢new window
圖書
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6.Bachman, Lyle F.、Palmer, Adrian S.(1996)。Language testing in practice: Designing and developing useful language tests。Oxford University Press。  new window
7.Oxford, Rebecca L.(1990)。Language learning strategies: What every teacher should know。Newbury House。  new window
8.Murray, H. A.(1938)。Explorations in personality。New York：Oxford University Press。  new window
9.Bollen, K. A.(1989)。Structural Equations with Latent Variables。New York：John Wiley & Sons。  new window
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11.Weiner, B.(1992)。Human motivation: Metaphors, theories, and research。SAGE。  new window
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圖書論文
1.Eccles, J. S.、Adler, T. F.、Futterman, R.、Goff, S. B.、Kaczala, C. M.、Meece, J. L.、Midgley, C.(1983)。Expectancies, values, and academic behaviours。Achievement and achievement motives: psychological and sociological approaches。San Francisco, CA：W. H. Freeman。  new window
2.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, NJ：Lawrence Erlbaum Associates。  new window
3.Snow, R. E.、Corno, L.、Jackson, D. III(1996)。Individual differences in affective and conative functions。Handbook of Educational Psychology。New York：Macmillan。  new window
4.Schwartz, N.(1990)。Feelings as Information: Informational and Motivational Functions of Affective States。EHandbook of motivation and cognition: Foundations of social behavior。NY：Guilford。  new window
5.Hacker, D. J.(1998)。Definitions and empirical foundations。Metacognition in educational theory and practice。Mahwah, NJ：Boca Raton：Erlbaum：Routledge。  new window
6.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
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8.Corno, L.(1994)。Student volition and education: Outcomes, influences, and practices。Self-regulation of learning and performance: Issues and educational applications。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
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