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題名：劍的雙面刃--國中數學科不同成就學生學習組型差異之分析
書刊名：教育科學研究期刊
作者：陳嘉成／陳柏霖 引用關係／洪兆祥／薛人華
作者(外文)：Chen, Chia-cheng／Chen, Po-lin／Hung, Chao-hsiang／Hsueh, Jen-hua
出版日期：2018
卷期：63:3
頁次：頁105-130
主題關鍵詞：考試焦慮；低成就；能力知覺；高成就；學習組型；Learning behavior pattern；Overachievement；Perceived competence；Test anxiety；Underachievement
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(7) 博士論文(0) 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:170
  • 點閱點閱:10
有些學生在資賦上很好，但學習表現卻不如預期，稱之為低成就學生；有些學生在資賦上低於平均數，但表現卻高於其能力水準，稱之為高成就學生。此兩類型學生剛好是能力與努力差異化的表徵。本研究目的係嘗試透過不同智力／成就組型的分析，來瞭解影響數學學習的相關心理機制，並嘗試探討數學教師能準確辨識低成就學生的比率與相關因素。本研究以3,530位國中學生為受試樣本，探討數學科低智商高成就與高智商低成就學生的學習行為構型。經由分析結果顯示：一、「低智商高成就」者占5.6%、「低智商低成就」者占4.1%、「高智商高成就」者占9.5%、「高智商低成就」者占10.2%；二、「數學能力知覺」與「自我設限」的學習組型可作為區分「低智商高成就」與「高智商低成就」的學生。最後，根據研究結果提出建議，以供教師及未來研究參考。
Some skilled students are deemed underachievers, even though they demonstrate adequate academic performances, because they fail to meet certain expectations. By contrast, some gifted students achieving below-average scores, but having performance capabilities exceeding their skill level, are labeled overachievers. These two categories representing student ability and effort have differences. This study investigated the profiles of underachievers and overachievers in junior high school mathematics by comparing variation patterns to build the foundation for future remedial education. Students from one junior high school were analyzed; the conclusions were as follows: (1) Of 3,530 participating students, 199 (5.6%), 143 (4.1%), 337 (9.5%), and 360 (10.2%) were low intelligence quotient (IQ) - overachievers, low IQ - underachievers, high IQ - overachievers, and high IQ - underachievers, respectively. (2) Perceived math competence and self-debilitating strategies were observed in high IQ - underachievers and low IQ - overachievers. (3) Finally, suggestions for teaching practices and future studies were proposed.
期刊論文
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34.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
35.陳嘉成(20071200)。區別高低分群學生數學成就因素的國際比較--以臺灣、南韓、澳洲與賽普勒斯的TIMSS 2003學生背景變項為例。測驗學刊，54(2)，377-401。new window  延伸查詢new window
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40.Castejón, J. L.、Gilar, R.、Veas, A.、Miñano, P.(2016)。Differences in learning strategies, goal orientations, and self-concept between overachieving, normal-achieving, and underachieving secondary students。Frontiers in Psychology，7，1438。  new window
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學位論文
1.邱俊仁(2003)。高雄地區國一學生數學焦慮與數學成就之相關研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
2.張紋怡(2007)。國中學生數學科學習自我調整賦能方案效果之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
3.胡金枝(2007)。國中低成就資優生學校適應問題與支持系統之建構研究(博士論文)。國立臺灣師範大學。new window  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
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單篇論文
1.吳靜吉，程炳林(1992)。激勵學習策略量表。  延伸查詢new window
圖書論文
1.Seeley, K. R.(1993)。Gifted students at risk。Counseling the gifted and talented。Denver, CO：Love Publishing。  new window
2.Weinstein, C. E.、Husman, J.、Dierking, D. R.(2000)。Self-regulation interventions with a focus on learning strategies。Handbook of self-regulation。San Diego, CA：Academic Press。  new window
3.Covington, M. V.(1984)。The motive for self-worth。Research on motivation in education: Student motivation。Academic Press。  new window
 
 
 
 
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