Relationship among Junior High School Students' Cognitive/Conative Components and Learning Performance Author: Biing-Lin Cherng(Center for Teacher Education Feng Chia University)

Vol.&No.：Vol. 45, No. 1
Date：April 2000
Pages：43-59
DOI：10.3966/2073753X2000044501003

Abstract：

The purposes of this study were: (1) to explore the relationship among students' cognitive and conation variables, (2) to explore the effect of cognitive/conation variables on students' learning performance, and (3) to group observations into clusters by cognitive/conation components. Participants were 687 students from eight junior high schools. The instruments employed in these studies included: Reading Comprehension Tests (from C), Index of Reading Strategies Awareness, Learning Strategies Inventory, Affective Response Inventory, Learning Motivation Inventory, Action Orientation Inventory, and Action Control Strategies Inventory. The results of this study were as follow: (1) There were significant canonical correlation between cognitive components and conation components. The redundancy indices were 29.75% and 26.44%. (2) There were significant multiple correlation between cognitive/conation variables and learning performance. The cognitive/conation variables explained about 54% of the overall variance of learning performance. (3) The cluster analysis showed that subjects could be grouped into three clusters by cognitive/conation components.

Keywords：cognition, conation, prior knowledge, learning strategies, motivativonal orientation, action control

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