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題名：國中學生思考風格、人格特質與學業成就之研究
書刊名：教育科學期刊
作者：林正源／黃德祥 引用關係
作者(外文)：Lin, Cheng-yuan／Huang, Der-hsiang
出版日期：2011
卷期：10:1
頁次：頁55-80
主題關鍵詞：思考風格；人格特質；學業成就；Personality traits；Thinking styles；Academic achievement
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
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本研究旨在探討國中學生之思考風格、人格特質與學業成就之結構方程模式。本研究採用問卷調查法，以中部地區767位國中學生爲研究對象。經施以「思考風格量表」與「人格特質量表」，並以五個結構方程模式進行理論模式之驗證。本研究之主要發現如下：一、本研究所建構之人格特質、思考風格爲潛在外衍變項，學業成就爲潛在內衍變項之結構方程模式中，功能向度（含行政型、立法型、司法型）及傾向向度（含自由型與保守型）之思考風格模式其適配度獲得支持，並能有效解釋相關變項間的關聯性。二、「功能向度思考風格、人格特質與學業成就」模式中，人格特質由「外向性」、「開放性」、「友善性」及「謹慎性」四個觀察變項構成，思考風格由「立法型」、「行政型」及「司法型」三個觀察變項構成。三、「傾向向度思考風格、人格特質與學業成就」模式中，人格特質由「外向性」、「開放性」、「友善性」及「謹慎性」四個觀察變項構成，思考風格由「自由型」及「保守型」二個觀察變項構成，「人格特質」與「思考風格」有高度相關，人格特質對學業成就有直接效果，思考風格對學業成就則沒有顯著的影響。最後，研究者根據文獻資料分析與主要研究結果發現，對如何提升學生學業成就與後續研究提供各項建議。
The main purpose of this study was to explore the relationships among variables of thinking styles, personality traits and academic achievement of junior high school students. The subjects of 767 junior high school students in central Taiwan completed a set of instruments used in the study including "The Thinking Styles Inventory" and "The Personality Traits Inventory". The statistical method of Structural Equation Modeling (SEM) was used to analyze the data.The main findings are as follows:1. The theoretical model constructed in the study could explain the relationship among main variable tested by SEM.2. In the model of function thinking styles, personality traits and academic achievement, thinking style were composed of legislative, executive and judicial styles; and personality trait was composed of extraversion, openness, agreeableness and conscientiousness. There were significant interaction effects in thinking styles and personality traits.3. In the model of leaning thinking styles, personality traits and academic achievement, thinking style were composed of liberal and conservative styles; and personality trait was composed of extraversion, openness, agreeableness and conscientiousness. There were significant interaction effects in thinking styles and personality traits. There were direct effects of personality traits on academic achievement and no direct effects of thinking styles on academic achievement.Finally, some suggestions for schools, teachers, counselors, and further study were made according to the findings.
期刊論文
1.Zhang, L. F.(2002)。Thinking styles and the Big Five Personality Traits。Educational psychology，22(1)，17-31。  new window
2.Barbaranelli, C.、Caprara, G. V.、Rabasca, A.、Pastorelli, C.(2003)。A questionnaire for measuring the Big Five in late childhood。Personality & Individual Differences，34，645-664。  new window
3.Dai, D. Y.、Feldhusen, J. F.(1999)。A validation study of the thinking styles inventory: Implivations for gifted education。Reoper Review，21，302。  new window
4.Dai, David Yun、Feldhusen, J. H.(1990)。A validation study of thinking style inventory。Reoper Review，21(4)，6。  new window
5.Fjell, A. M.、Walhovd, K. B.(2004)。Thinking styles in relation to personality traits: An investigation of the Thinking Styles Inventory and NEO-PI-R。Scandinavian Journal of Psychology，45(4)，293-300。  new window
6.Powers, D. E.、Kaufman, J. C.(2004)。Do standardized tests penalize deep-thinking, creative, or conscientious students? Some personality correlates of graduate record examinations test scores。Intelligence，32，145-153。  new window
7.Zhang, L. F.、Higgins, P.(2008)。The predictive power of socialization variables for thinking styles among adults in the workplace。Learning and Individual Differences，18，11-18。  new window
8.Zhang, L.-F.(2001)。Do styles of thinking matter among Hong Kong secondary school students?。Tersinality and Individual Differences，31，489-301。  new window
9.Zhang, L. F.(2001)。Do thinking styles contribute to academic achievement beyond abilities?。The Jourmal of Psychology，135，621-637。  new window
10.Zhang, L. F.(2004)。Field-dependence/independence: Congnitive style or perceptual ablilty?--validating ahainst thinking styles and academic achievement。Persinality and Individual Differences，37，1295-1311。  new window
11.Zhang, L.-F.(2004)。Revisiting the precictive power of thinking styles for academic performance。The Journal of Psychology，138，351-370。  new window
12.Zhang, L. F.、Sternberg, R. J.(1998)。Thinking styles, abilities, and academic achievement aming Hong Kong university students。Educaitonal Research Journal，13，41-62。  new window
13.Zhang, L. F.(2010)。Further investigation thinking styles and psychosocial development in the Chinese higher education context。Learning and Individual Differences，20，593-603。  new window
14.Busato, V. V.、Prins, F. J.、Elshout, J. J.、Hamaker, C.(1999)。The relation between learning styles, the Big Five personality traits and achievement motivation in higher education。Personality and Individual Differences，26(1)，129-140。  new window
15.Ehrler, D. J.、Evans, J. Gary、Mcghee, R. L.(1999)。Extending Big-five Theory into Childhood: A Preliminary Investigation into the Relationship between Big-five Personality Traits and Behavior Problems in Children。Psychology in the Schools，36(6)，451-458。  new window
16.Cano-García, Francisco、Hughes, Elaine Hewitt(2000)。Learning and Thinking Styles: An Analysis of Their Interrelationship and Influence on Academic Achievement。Educational Psychology，20(4)，413-430。  new window
17.Sternberg, R. J.、Grigorenko, E. L.(1997)。Are cognitive styles still in style?。American Psychologist，52(7)，700-712。  new window
18.Ridgell, S. D.、Lounsbury, J. W.(2004)。Predicting Academic Success: General Intelligence, "Big Five" Personality Traits, and Work Drive。College Student Journal，38(4)，607-619。  new window
學位論文
1.翁秋玲(2000)。高中教師與學生思考格及其教學互動之關係(碩士論文)。國立中山大學，高雄市。  延伸查詢new window
2.黃靖分(2005)。國中學生人格特質、自我保護策略與學業成就之研究(碩士論文)。國立彰化師範大學，彰化縣。  延伸查詢new window
3.張淑玲(2005)。高中學生思考風格、教室目標結構、學習策略與學業成就之研究(碩士論文)。國立彰化師範大學，彰化縣。  延伸查詢new window
4.黃惠鈴(2005)。青少年人格特質、生活管理策略與幸福感之研究(碩士論文)。國立彰化師範大學，彰化縣。  延伸查詢new window
5.周玉霜(2001)。國中教師與學生思考風格及其教學互動之關係(碩士論文)。國立中山大學。  延伸查詢new window
6.黃晴逸(2004)。國小學童思考風格量表之編製及其與創造力之相關研究(碩士論文)。國立新竹教育大學，新竹市。  延伸查詢new window
7.游森期(2002)。大學生網路使用行為、網路成癮及相關因素之研究(碩士論文)。彰化師範大學，彰化。  延伸查詢new window
8.洪雅雯(2001)。學童之人格特質、同儕接納程度與班級氣氛知覺關係之研究(碩士論文)。屏東師範學院。  延伸查詢new window
圖書
1.Phares, E. J.、Chaplin, W. F.(1997)。Introduction to Personality。New York：Addison Wesley Longman。  new window
2.Libert, R. M.、Libert, L. L.(1998)。Personality:Strategirs and issues。New York：Brooks：Cole Publishing。  new window
3.Ormrod, J. E.(2010)。Educational Psychology: Developing Learners。Upper Saddle River, NJ：Prentice-Hall。  new window
4.Sternberg, R. J.、Zhang, L. F.(2001)。Perspetives on thinking learning and cognitive styles。Mahwah, NJ：Lawrence Erlbaum。  new window
5.Sternberg, R. J.(1997)。Thinking styles。New York。  new window
6.吳明隆、涂金堂(2006)。SPSS與統計應用分析。五南圖書出版股份有限公司。  延伸查詢new window
7.余民寧(2002)。教育測驗與評量：成就測驗與教學評量。臺北：心理。  延伸查詢new window
圖書論文
1.Zimmerman, Barry J.(1995)。Self-efficacy and educational development。Self-Efficacy in Changing Societies。Cambridge University Press。  new window
 
 
 
 
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