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題名：向左走，向右走？數學低成就學生狀態改變之可能性分析
書刊名：教育與心理研究
作者：陳嘉成／薛人華／陳柏霖 引用關係
作者(外文)：Chen, Chia-cheng／Hsueh, Jen-hua／Chen, Po-lin
出版日期：2017
卷期：40:2
頁次：頁1-30
主題關鍵詞：低成就；低成就出現率；低成就類型；潛在成長；Underachievement；Incidence of underachiever；Types of underachievers；Latent growth
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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  • 共同引用共同引用:180
  • 點閱點閱:29
有些學生的數學成就表現不如其資賦的水準預期，我們稱之為資優低成就學生，或簡稱低成就學生。這些學生在學習階段是否會一直維持在相同的低成就類型？有無可能提升為成就型學生呢？本研究旨在驗證國中數學低成就學生，其類型、比率，以及不同成就類型之間轉換的動態情形；採用潛在成長模式，對數學低成就學生類型的變化，進行縱貫資料的潛在剖面分析。研究樣本為2,994～3,286位七、八、九年級學生，透過3年時間共進行五個時間點的測量。研究結果發現：一、普遍型的低成就學生，比率穩定的維持在50%左右；二、習得無助型低成就學生，隨著年級增長人數逐漸遞增，其數學成就在所有低成就類型中是最低的；三、焦慮型低成就學生，隨著年級增長人數逐漸減少，他們較常採用表現目標與自我設限策略來維護自我價值；四、完美主義型低成就學生，此類型學生比率最少，他們有較高的數學能力知覺，但卻比其他學生有更高的數學考試焦慮；五、臨界型低成就學生，隨著年級增長人數呈現遞減，他們較常使用自我調整策略幫助學習，是最有可能從低成就學生向上提升為成就型學生的一群。文末對數學低成就的議題與後續研究提出相關建議。
We call someone underachiever if he was born with gift, but performed worse than his own talent allowed. This study aimed at examining the changes in the types, the rate of math underachievers, and the dynamic transfer among various levels of achievement. It conducted a profile analysis about the changes in the types of math underachievers through potential growing mode and detailed data. The analysis involved 2,994-3,286 students from grades seven, eight and nine at five points in three years. The results are as follows: (1) The average underachievers remained stable at 50% or more; (2) The rate of underachievers increased as students moved to higher grades and they had the lowest math performance among all the types of underachievers; (3) The level of anxiety underachievers feel has decreased as they moved to higher grades; they tended to set goals when they study and maintain their self-value by limiting themselves; (4) The rate of perfectionism among underachievers is the lowest; they were intelligent in math in contrary but were more vulnerable to anxiety than other types of underachievers when they have a math test; (5) The number of borderline underachievers decreased dramatically as they moved to higher grades; they often use self-adjustment strategies to study. Suggestions for math underachievers from the author were included at the end of the paper.
期刊論文
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4.陳嘉成、薛人華、陳柏霖、趙珮晴、陳清溪(20140600)。誰會是數學低成就者？--低成就出現率、篩選方法與低成就類型之分析。教育與心理研究，37(2)，95-126。new window  延伸查詢new window
5.Ahmed, W.、van der Werf, G.、Kuyper, H.、Minnaert, A.(2013)。Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis。Journal of Educational Psychology，105(1)，150-161。  new window
6.施淑慎(20040300)。成就目標、自我效能、以及策略使用在考試焦慮上所扮演之角色。國立臺北師範學院學報. 教育類，17(1)，355-377。new window  延伸查詢new window
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9.Covington, M. V.(1984)。The self-worthy theory of achievement motivation: Finding and implication。The Elementary School Journal，85(1)，5-20。  new window
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11.Wolters, C. A.、Yu, S. L.、Pintrich, P. R.(1996)。The relation between goal orientation and students' motivational beliefs and self-regulated learning。Learning and Individual Differences，8(3)，211-238。  new window
12.Jacobs, J. E.、Lanza, S.、Osgood, D. W.、Eccles, J. S.、Wigfield, A.(2002)。Changes in children's self-competence and values: Gender and domain differences across grades one through twelve。Child Development，73(2)，509-527。  new window
13.余民寧、陳景花(19960500)。時間管理對學業成就的影響。國立政治大學學報，72(上)，63-82。  延伸查詢new window
14.吳靜吉、程炳林(19920100)。激勵的學習策略量表之修訂。測驗年刊，39，59-78。new window  延伸查詢new window
15.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
16.程炳林(20061000)。主觀能力與逃避策略之關係。師大學報．教育類，51(2)，1-24。new window  延伸查詢new window
17.Husman, J.、Lens, W.(1999)。The Role of the Future in Student Motivation。Educational Psychologist，34(2)，113-125。  new window
18.Westerback, M. E.、Long, M. J.(1990)。Science knowledge and the reduction of anxiety about teaching earth science in exemplary teachers as measured by the science teaching state-trait anxiety inventory。School Science and Mathematics，90(5)，361-374。  new window
19.Covington, M. V.(2000)。Goal theory, motivation, and school achievement: An integrative review。Annual Review of Psychology，51(1)，171-200。  new window
20.陳嘉成、薛人華、陳柏霖、鄧鈞文(20151200)。千里之行，始於足下--國中生的數學習得無助感與終止數學低成就的可能路徑。教育與心理研究，38(4)，35-65。new window  延伸查詢new window
21.Schwarz, G.(1978)。Estimating the Dimension of a Model。The Annals of Statistics，6(2)，461-464。  new window
22.曾世杰(2014)。該給李遠哲、李安一樣的數學課嗎？。親子天下，57。  延伸查詢new window
23.Friedel, J. M.、Cortina, K. S.、Turner, J. C.、Midgley, C.(2010)。Changes in efficacy beliefs in mathematics across the transition to middle school: Examining the effects of perceived teacher and parent goal emphases。Journal of Educational Psychology，102(1)，102-114。  new window
24.Frost, R. O.、Marten, P.、Lahart, C.、Rosenblate, R.(1990)。The dimensions of perfectionism。Cognitive Therapy and Research，14(5)，449-468。  new window
25.Furner, J. M.、Gonzalez-DeHass, A.(2011)。How do students' mastery and performance goals relate to math anxiety?。Eurasia Journal of Mathematics, Science & Technology Education，7(4)，227-242。  new window
26.Klein, A. G.、Muthén, B. O.(2007)。Quasi-Maximum Likelihood Estimation of Structural Equation Models With Multiple Interaction and Quadratic Effects。Multivariate Behavioral Research，42(4)，647-673。  new window
27.Urdan, T.、Midgley, C.(2003)。Changes in the perceived classroom goal structure and patterns of adaptive learning during early adolescence。Contemporary Education Psychology，28，524-551。  new window
28.陳嘉成(20021200)。成就目標、行動控制取向與數學能力知覺的中介效果對國中生數學學習行為組型之關係研究。教育與心理研究，25(下)，629-656。new window  延伸查詢new window
29.陳嘉成(20060600)。為什麼自我跛足？與數學能力知覺、測驗焦慮對學習行為組型的中介效果。測驗學刊，53(1)，49-77。new window  延伸查詢new window
30.Elliot, Andrew J.、Harackiewicz, Judith M.(1996)。Approach and Avoidance Achievement Goals and Intrinsic Motivation: A Mediational Analysis。Journal of Personality and Social Psychology，70(3)，461-475。  new window
31.李國偉(2013)。TIMSS 2011耐人尋味的問題。科學人，132。  延伸查詢new window
32.陳嘉成(20040600)。國中數學科高智商低成就學生學習行為構型之研究。測驗學刊，51(1)，1-27。new window  延伸查詢new window
學位論文
1.王金香(2010)。焦慮與動機影響數學學習之縱貫研究(博士論文)。國立政治大學。new window  延伸查詢new window
2.余民寧(1987)。考試焦慮、成就動機、學習習慣與學業成績之研究(碩士論文)。國立政治大學，臺北市。  延伸查詢new window
圖書
1.Mandel, H. P.、Marcus, S. I.、Dean, L.(1995)。Could do better: Why children underachieve and what to do about it。New York, NY：Wiley。  new window
2.陳榮華(2004)。國民中學智力測驗更新版指導手冊。臺北市：中國行為科學社。  延伸查詢new window
3.Zeidner, M.(1998)。Test Anxiety: The State of the Art。New York, NY：Plenum Press。  new window
4.Midgley, C.、Maehr, M. L.、Hicks, L.、Roeser, R.、Urdan, T.、Anderman, E.、Middleton, M.(1997)。Manual for the patterns of adaptive learning survey。Ann Arbor, MI：University of Michigan。  new window
5.Muthén, L. K.、Muthén, B. O.(1998)。Mplus User's Guide。Los Angeles, California：Muthén & Muthén。  new window
6.Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York：Freeman。  new window
單篇論文
1.吳靜吉，余民寧，陳嘉成(1999)。自我設限策略量表。  延伸查詢new window
2.吳靜吉，林偉文，劉士豪(1998)。成就目標量表。  延伸查詢new window
圖書論文
1.Anderman, E.、Midgley, C.(2002)。Methods for studying goals, goal structures, and patterns of adaptive learning。Goals, goal structures, and patterns of adaptive learning。Mahwah, NJ：Erlbaum。  new window
2.Kuhl, J.(2000)。Personality, self-regulation, and adaptation。Handbook of self-regulation。San Diego, CA：Academic。  new window
3.Matthews, G.、Schwean, V. L.、Campbell, S. E.、Saklofske, D. H.、Mohamed, A. A.(2000)。Personality, self-regulation, and adaptation: A cognitive-social framework。Handbook of self-regulation。New York, NY：Academic Press。  new window
 
 
 
 
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