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    政大機構典藏 > 政大學報 > 第65期 > 期刊論文 >  Item 140.119/102842
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/102842


    Title: 性別、年級、城鄉別、場地獨立及動機與批判思考之相關研究
    Other Titles: Gender, Grade Level, Degree of Urbanization, Field-Independence, Motivation and Critical Thinking
    Authors: 葉玉珠;吳靜吉
    Yeh,Yu-Chu;Wu,Jing-Jyi
    Contributors: 教研所
    Date: 1992-09
    Issue Date: 2016-10-17 15:07:36 (UTC+8)
    Abstract: 本研究的主要目地是在探討性別、年級、城鄉別、場地獨立及動機等變項與批判思考的關係,並根據研究結果提出建議,以供批判思考教學及研究之參考。本研究以臺北市(城市)、臺北縣(市郊)及澎湖縣(離島)之小學五年級、國中二年級及高中一年級學生為研究對象,共抽取15校、24班、1022人。所採用之研究工具包括「康乃爾批判思考測驗甲式」、「藏圖測驗」及「激勵的學習策略中的「動機問卷」。研究結果發現:(一)無論小學、國中或高中,男女生的批判思考均無顯著差異。(二)年級及城鄉別對批判思考有顯著的交互作用效果(F=5.09,df=(4,1021),P<.01)。(三)無論小
     學生、國中生或高中生,場地獨立均與批判思考有顯著正相關(小學:r=.22,N=165,P<.
     01;國中:r=.51,N=486,P<.001;高中:r=.23,N=299,P<.001;全體:r=.50,N=950
     ,P<.001);即愈傾向場地獨立者,其批判思考的分數愈高。(四)七個動機因素與四個批
     判思考分量表之間有一對顯著的典型因素(小學:p=.34,N=165,P<.05;國中:p=.30,N=
     48 6,P<.05;高中:p=.30,N=299,P<.05)。無論是皮爾森相關或典型相關均顯示:愈內
     控、愈內在目標導向及愈期望成功的學生,其批判思考的分數也愈高。
    The purpose of this study was to investigate the relationship among Gender,Grade Level, Degree of urbanization, Field-independence, Motivation andCritical Thinking. Elementary (N=237), junior high (N=486) and senior high (N=299) school students from rural (Penhu County), suburban (Taipei County) andurban (Taipei City) areas were administered the Cornell Critical ThinkingTest, Level X(CCT-X), the Hidden Figures Test and the Motivation Questionairefrom "Motivated Strategies for Learning Questionaire".The results showed that: (1) There was no significant sex difference oncritical thinking. (2) There was an interaction effect between grade level and
     urbanization (F=5.09, df=(4, 1021), P<.01). To begin with, the pupils in the
     rural area performed poorer than their counterparts in both suburban and urban
     areas; however, the former increased their scores gradually as their grade
     level increased while the urban students remained stable at the junior high
     school level. (3) There were significantly positive correlations between field-
     independence and critical thinking at all grade levels; the more field-
     independent the students were, the higher scores they obtained in CCT-X (
     elementary school: r=.22, N=165, P<.01; junior high school: r=.51, N=486, P<.
     001; senior high school: r=.23, N=299, P<.001). (4) Significant canonical
     correlations between the subtests of motivation and critical thinking were
     also found among elementary school students (p=.34, N=165, p<.05), junior high
     school students (p=.30, n=486 p<.05) and senior high school students (p=.30, n=
     299, p<.05).
     Based on the results mentioned above, some suggestions were made as well.
    Relation: 國立政治大學學報, 65,35-62
    Data Type: article
    Appears in Collections:[第65期] 期刊論文

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