政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/99911
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 113822/144841 (79%)
造訪人次 : 51767991      線上人數 : 527
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/99911


    題名: 國小數學文字題解題學習策略量表之編製發展與實測分析研究
    其他題名: The Development and Analysis of Learning Strategies Inventory in Word Problem Solving for Primary School Learners
    作者: 許家驊
    關鍵詞: MSN;人際依附風格;動機;策略;聯繫情誼
    learning strategies for WPS;learning assessment for word problem solving (WPS);inventory
    日期: 2013-09
    上傳時間: 2016-08-09 16:08:03 (UTC+8)
    摘要: 本研究旨在歸納國小數學文字題解題學習策略內涵（認知、後設認知、動機歸因向度），運用Likert評定量尺設計，編製量表以評估學習者之解題學習策略表現，基於學習內容及經驗同質性考量，採合目標與叢集取樣抽取嘉義縣市二年級學生963人，搭配解題前導經驗誘發作業施測後分兩群進行分析（含信效度交叉驗證）。效度方面，試探性及驗證性因素分析發現3向度13分層面因子結構，且因素萃取、抽取變異比及模式適配度均屬良好；信度方面，α係數及組合信度亦屬良好；決斷值方面，單題、不同向度分層面、組合分量表、全量表極端組t考驗與內部相關結果亦屬良好。而不同解題表現學生之解題學習策略實測結果，發現其認知、後設認知策略組合分量表表現具真正差異。
    This research developed the learning strategies inventory (LSI) by using a Likert rating scale in combination with the learning strategies analysis of word problem solving (WPS) for primary school learners. The subjects were 963 second graders from Chiayi, Taiwan, who were selected using convenience and cluster sampling. All subjects were tested using LSI. Statistical analysis followed by taking cross validation design. The validity analysis produced a number of factors through utilizing exploratory and confirmatory factor analyses. The variance proportions of factor extraction were positive, as well as the model fitness. The reliability analysis produced a positive α coefficient and the composite reliability was positive. Regarding the item analysis, the internal correlation and critical ratio were strong, regardless of whether it was a single item, a sub-scale, or a whole. Finally, the performances were considerably different in cognitive and metacognitive learning strategies for individuals with differing word problem solving performances.
    關聯: 教育與心理研究, 36(3),85-117
    Journal of Education & Psychology
    資料類型: article
    DOI 連結: http://dx.doi.org/10.3966/102498852013093603004
    DOI: 10.3966/102498852013093603004
    顯示於類別:[教育與心理研究 TSSCI] 期刊論文

    文件中的檔案:

    檔案 大小格式瀏覽次數
    36(3)-4.pdf17641KbAdobe PDF2200檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    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 ©   - 回饋