大學生認知風格､動機與自我調整因素､後設認知與學業成績關係之研究_

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題名：	大學生認知風格､動機與自我調整因素､後設認知與學業成績關係之研究
書刊名：	教育心理學報
作者：	張景媛
出版日期：	1991
卷期：	24
頁次：	頁145-161
主題關鍵詞：	大學生；自我調整；後設認知；動機；認知風格；學業成績
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(13) 博士論文(8) 專書(0) 專書論文(1) 排除自我引用:12 共同引用:34 點閱:43

　　The purposes of this study were: (1) to understand the relationship between cognitive style, motivational and self-regulated factors, academic performance and predicted scores; (2) to compare the difference of cognitive style, motivational and self-regulated factors among the students with different academic performance; (3) to analyze the difference of cognitive style, motivational and self-regulated factors between two groups with high and low predicted scores; (4) to explore the difference of coinitive style, motivational and self-regulated factors, and academic performance between two groups with correctly and incorrectly predicted scores. The subjects were 130 students drawn from Normal Taiwan Normal University. All of them were administered by Hidden Figure Test, Learning Motivation Questionnaire, and Academic Test. The data were analyzed by product-moment correlation, t-test, one-way ANOVA, one-way MANOVA, and Hotelling T2. 　　The findings were as follows: (1 )Self-efficacy, internal value, strategy application, self-regulation and academic performance and correlation with predicted scores; whereas, cognitive style did not have correlation with the other variables. (2) There were no differences in cognitive style scores among students with high, medium, and low academic performance; whereas there were differences in motivational and self-regulated factors among them. (3) There were no differences in cognitive style scores between the two groups with high and low predicted scores; however there were differences in motivational and self-regulated factors between them. (4) There were no differences in cognitive style scores, motivational and self-regulated factors between the guoups with correctly and incorrectly predicted scores; on the contrary, there were differences in academic performance between them.

以文找文

期刊論文
1.	Corno, L.、Mandinach, E. B.(1983)。The role of cognitive engagement in classroom learning and motivation。Eduational Psychologist，18，88-108。
2.	Guilford, J. P.(1980)。Cognitive styles: What are they?。Educational and Psychological Measurement，40(4)，715-735。
3.	Covington, M. V.、Omelich, C. L.(1981)。As failures mount: Affective and cognitive consequences of ability demotion in the classroom。Journal of Educational Psychology，73，796-808。
4.	Schoenfeld, A. H.(1983)。Beyond the Purely Cognitive: Belief Systems, Social Cognitions, and Metacognitions As Driving Forces in Intellectual Performance。Cognitive Science，7(4)，329-363。
5.	McCombs, B. L.(1984)。Processes and skills underlying continuing motivation: Toward a definition of motivational skills training interventions。Educational Psychologist，19，199-218。
6.	Baird, J. R.、White, R. T.(1982)。Promoting self-control of learning。Instructional Science，11，227-247。
7.	張景媛(19900100)。不同後設認知能力的大學生在學業成績與認知適應上之差異。測驗年刊，37，143-161。延伸查詢
8.	張景媛(19880600)。教學類型與學習類型適配性研究暨學生學習適應理論模式的驗證。教育心理學報，21，113-172。延伸查詢
9.	Flavell, J. H.(1979)。Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry。American Psychologist，34，906-911。
10.	Shuell, T. J.(1986)。Cognitive conceptions of learning。Review of Educational Research，4，411-436。
11.	Bandura, A.(1982)。The psychology of chance encounter and life paths。American Psychologist，37，747-755。
12.	Grager, S.、Guild, P.(1984)。Learning styles: The crucial differences。Curriculum Review，23(1)，9-12。
13.	McCombs, B. L.(1984)。CAI enhancements to a motivational skills training for military technical training students。Training Technology Journal，1，10-16。
14.	Schunk, D. H.(1984)。Self-efficacy perspective on achievement behavior。Educational Psychologist，19，48-58。
15.	Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology，82(1)，33-40。
16.	Bandura, A.、Schunk, D. H.(1981)。Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation。Journal of Personality and Social Psychology，41(3)，586-598。
17.	Bandura, Albert(1982)。Self-Efficacy Mechanism in Human Agency。American Psychologist，37(2)，122-147。

會議論文
1.	Tesser, A.、Campbell, J.(1982)。Self-evaluation maintenance processes and individual differences in self-esteem。The annual meeting of the American Psychological Association。Washington, DC。

圖書
1.	林清山(1981)。多變項分析統計法。臺北市：東華書局。延伸查詢
2.	Kuhlen, R. G.(1968)。Studies in educational psychology。Waltham, Massachusetts：Blaisdell。
3.	Anastasi, A.(1983)。Psychological Testing。New York：Macmillan Press。
4.	Baird, L. L.(1983)。Attempts at Defining Interpersonal Competency。Princeton, NJ：Educational Testing Service。
5.	Cronbach. L. J.、Snow, R. E.(1977)。Aptitudes and instructional methods: A handbook for research on interactions。New York：Irvington Publishers。
6.	Cattell, R. B.、Scheier, I. H.(1958)。The meaning and measurement of neuroticism and anxiety。Ronald Press。
7.	Locke, E. A.、Zubritzky, E.、Lee, C.(1982)。The effect of self-efficacy, goals and task strategies on task performance。College Park, MD：University of Maryland。
8.	Mayer, R. E.(1987)。Educational Psychology。Boston：Little, Brown, and Company。
9.	Witkin, H. A.、Goodenongh, D. R.(1981)。Cognitive styles。New York：International Universities Press, Inc.。
10.	林清山(1979)。心理與教育統計學。臺北市：東華書局。延伸查詢

圖書論文
1.	Witkin, H. A.(1976)。Cognitive style in academic performance and in teacher-student relations。Individuality in Learning: Implications of Cognitive Styles and Creativity for Human Development。San Francisco, California：Jossey-Bass。
2.	Brown, A. L.、Bransford, J. D.、Ferrara, R. A.、Campione, J. C.(1983)。Learning, remembering, and understanding。Handbook of child psychology: Cognitive development。New York：Wiley。
3.	Paris, S. G.、Newman, R. S.、Jacobs, J. E.(1985)。Social contexts and the functions of children's remembering。Cognitive learning and memory in children。New York：Springer-Verlag。
4.	Paris, S. G.、Cross, D. R.(1983)。Ordinary learning: Programmatic connections among children's beliefs, motives, and actions。Learning in children: Progress in cognitive development research。New York：Springer-Verlag。
5.	Wang, M. C.(1983)。Development And consequences of students' sense of personal control。Teacher and student perceptions: Implications for Learning。Hillsdale, NJ：Erlbaum。

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