English  |  正體中文  |  简体中文  |  Items with full text/Total items : 74993/106084 (71%)
Visitors : 19421941      Online Users : 264
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/99952


    Title: 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
    Other Titles: 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
    Authors: 陳嘉成;薛人華;陳柏霖;鄧鈞文
    Keywords: 交叉延宕;低成就;習得無助;潛在成長
    corss-lagged;underachievement;learned helplessness;latent growth
    Date: 2015-12
    Issue Date: 2016-08-09 17:15:21 (UTC+8)
    Abstract: 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.
    Relation: 教育與心理研究, 38(4),35-65
    Journal of Education & Psychology
    Data Type: article
    DOI: http://dx.doi.org/10.3966/102498852015123804002
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

    Files in This Item:

    File SizeFormat
    38(4)(35-65).pdf4722KbAdobe PDF241View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    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。
    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。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback