政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/99952
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 113648/144635 (79%)
造访人次 : 51679673      在线人数 : 437
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/99952


    题名: 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
    其它题名: A Journey of a Thousand Miles Begins with a Single Step— Learned Helplessness of Junior High School Students and the Possible Solutions to Terminate Underachievement on Math
    作者: 陳嘉成;薛人華;陳柏霖;鄧鈞文
    关键词: 交叉延宕;低成就;習得無助;潛在成長
    corss-lagged;underachievement;learned helplessness;latent growth
    日期: 2015-12
    上传时间: 2016-08-09 17:15:21 (UTC+8)
    摘要: 本研究透過潛在成長模式，對數學低成就學生學習組型的發展進行分析，並透過交叉延宕效果模型，探討能力知覺、考試焦慮及自我調整三個學習組型變項與低成就之間的因果關係。資料來自於2,102位七、八年級學生在三個時間點的測量。研究結果顯示，低成就學生與成就型學生能力知覺與使用自我調整策略的差距愈來愈大，考試焦慮的差距卻愈來愈小，意謂低成就學生逐漸呈現出一種習得無助的學習組型。能力知覺與自我調整策略各自與數學低成就呈現顯著的交互影響關係，然而，在完整的交叉延宕模型中，七年級自我調整對低成就影響的部分會暫時消失，但在一個學期過後卻又出現，此結果可能與過渡期的影響有關。
    This study investigated the development of learning patterns of underachievers in mathematics through latent growth model, and examined the causal effects of perceived competence, test anxiety and self-regulation through cross-lagged model. Three waves of data was obtained from 2,102 7th-8th grade students. The results showed that the discrepancies of perceived competence and self-regulation between achievers and underachievers getting larger, but of test anxiety getting smaller, implied the pattern of learned helplessness of underachievers. The perceived competence and self-regulation showed reciprocal effects on underachievement of mathematics, respectively. The effect of self-regulation on underachievers disappeared at the beginning of 7th grade, but reappears the next semester. This may result from transition period between elementary and junior high school.
    關聯: 教育與心理研究, 38(4),35-65
    Journal of Education & Psychology
    数据类型: article
    DOI 連結: http://dx.doi.org/10.3966/102498852015123804002
    DOI: 10.3966/102498852015123804002
    显示于类别:[教育與心理研究 TSSCI] 期刊論文

    文件中的档案:

    档案 大小格式浏览次数
    38(4)(35-65).pdf4722KbAdobe PDF2847检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回馈