期刊目錄列表 - 63卷(2018) - 【教育科學研究期刊】63(3)九月刊
Directory
劍的雙面刃─國中數學科不同成就學生學習組型差異之分析
作者:國立臺灣藝術大學師資培育中心陳嘉成、玄奘大學應用心理學系陳柏霖、國立政治大學教育學系洪兆祥、國立臺灣師範大學教育心理與輔導學系薛人華
卷期：63卷第3期
日期：2018年9月
頁碼：105-130
DOI：10.6209/JORIES.201809_63(3).0004
摘要：
有些學生在資賦上很好，但學習表現卻不如預期，稱之為低成就學生；有些學生在資賦上低於平均數，但表現卻高於其能力水準，稱之為高成就學生。此兩類型學生剛好是能力與努力差異化的表徵。本研究目的係嘗試透過不同智力／成就組型的分析，來瞭解影響數學學習的相關心理機制，並嘗試探討數學教師能準確辨識低成就學生的比率與相關因素。本研究以3,530位國中學生為受試樣本，探討數學科低智商高成就與高智商低成就學生的學習行為構型。經由分析結果顯示：一、「低智商高成就」者占5.6%、「低智商低成就」者占4.1%、「高智商高成就」者占9.5%、「高智商低成就」者占10.2%；二、「數學能力知覺」與「自我設限」的學習組型可作為區分「低智商高成就」與「高智商低成就」的學生。最後，根據研究結果提出建議，以供教師及未來研究參考。
關鍵詞：考試焦慮、低成就、能力知覺、高成就、學習組型
《詳全文》
參考文獻：
- 毛國楠、程炳林（1993）。目標層次與目標導向對大學生自我調整學習歷程之影響。教育心理學報，26，85-106。 【Mao, K.-N., & Cherng, B.-L. (1993). The effects of goal orientation and goal specificity on college students’ self-regulated learning. Bulletin of Educational Psychology, 26, 85-106. 】
- 吳裕益（1980）。國中高、低成就學生家庭背景及心理特質之比較研究。教育學刊，2，161-198。 【Wu, Y.-Y. (1980). A comparative study of junior high school overachievers and underachievers and their family background and personal characteristics. Educational Review, 2, 161-198.】
- 吳靜吉、程炳林（1992）。激勵學習策略量表。未出版手稿。 【Wu, J.-J., & Cherng, B.-L. (1992). Motivated strategies for learning questionnaire. Unpublished manuscript.】
- 呂勝瑛（1994）。高智商兒童的七十年追蹤研究。資優教育季刊，51，35-37。 【Lii, S.-Y. (1994). Seventy years follow-up study of high IQ children. Gifted Education Quarterly, 51, 35-37.】
- 李宜玫（2012）。數學低成就學習動機之類型與區別分析：中小學弱勢學生與一般學生之比較。教育科學研究期刊，57（4），39-71。 【Lee, Y.-M. (2012). Discriminating math low-achievement motivation patterns: Comparing disadvantaged and other students in elementary and junior high school. Journal of Research in Education Sciences, 57(4), 39-71. 】
» 展開更多
- 毛國楠、程炳林（1993）。目標層次與目標導向對大學生自我調整學習歷程之影響。教育心理學報，26，85-106。 【Mao, K.-N., & Cherng, B.-L. (1993). The effects of goal orientation and goal specificity on college students’ self-regulated learning. Bulletin of Educational Psychology, 26, 85-106. 】
- 吳裕益（1980）。國中高、低成就學生家庭背景及心理特質之比較研究。教育學刊，2，161-198。 【Wu, Y.-Y. (1980). A comparative study of junior high school overachievers and underachievers and their family background and personal characteristics. Educational Review, 2, 161-198.】
- 吳靜吉、程炳林（1992）。激勵學習策略量表。未出版手稿。 【Wu, J.-J., & Cherng, B.-L. (1992). Motivated strategies for learning questionnaire. Unpublished manuscript.】
- 呂勝瑛（1994）。高智商兒童的七十年追蹤研究。資優教育季刊，51，35-37。 【Lii, S.-Y. (1994). Seventy years follow-up study of high IQ children. Gifted Education Quarterly, 51, 35-37.】
- 李宜玫（2012）。數學低成就學習動機之類型與區別分析：中小學弱勢學生與一般學生之比較。教育科學研究期刊，57（4），39-71。 【Lee, Y.-M. (2012). Discriminating math low-achievement motivation patterns: Comparing disadvantaged and other students in elementary and junior high school. Journal of Research in Education Sciences, 57(4), 39-71. 】
- 林文正（2005）。國小學生自我調整學習能力、對教師自主教學之知覺、動機信念與數學課業表現之相關研究。屏東師院學報，22，147-184。 【Lin, W.-C. (2005). The relationship among children’s self-regulated learning, their perceptions of teachers’ instructions on self-regulation, motivational beliefs, and math grades. Journal of Pingtung Teachers College, 22, 147-184.】
- 林建平（2005）。自律學習的理論與研究趨勢。國教新知，52（2），8-25。【Lin, C.-P. (2005). Theory and research trends of self-regulated learning. The Elementary Education Journal, 52(2), 8-25. 】
- 林建平（2010）。低成就學童的家庭環境與自我調整學習之研究。新竹教育大學教育學報，27（1），93-125。 【Lin, C.-P. (2010). A study on family environment and self-regulated learning of underachievement elementary school students. Educational Journal of NHCUE, 27(1), 93-125. 】
- 邱俊仁（2003）。高雄地區國一學生數學焦慮與數學成就之相關研究（未出版碩士論文）。國立高雄師範大學，高雄市。 【Chiu, C.-J. (2003). The relationship between mathematical anxiety and math achievement of seventh graders in Kaohsiung city (Unpublished master’s thesis). National Kaohsiung Normal University, Kaohsiung, Taiwan.】
- 洪儷瑜（1995）。學習障礙者教育。臺北市：心理。 【Hung, L.-Y. (1995). Disability education. Taipei, Taiwan: Psychological.】
- 胡金枝（2007）。國中低成就資優生學校適應問題與支持系統之建構研究（未出版博士論文）。國立臺灣師範大學，臺北市。 【Hu, C.-C. (2007). A study of school adjustment problems and the construction of support systems for junior high school students who are gifted underachievers (Unpublished doctoral dissertation). National Taiwan Normal University, Taipei, Taiwan.】
- 張紋怡（2007）。國中學生數學科學習自我調整賦能方案效果之研究（未出版碩士論文）。國立彰化師範大學，彰化市。 【Chang, W.-Y. (2007). Research on the effectiveness of autonomous enlightenment program in mathematics for junior high school students (Unpublished master’s thesis). National Changhua University of Education, Changhua, Taiwan.】
- 陳柏霖、余民寧（2014）。國小四年級學童自律學習、知覺努力態度對數理成就之影響。玄奘社會科學學報，12，147-187。 【Chen, P.-L., & Yu, M.-N. (2014). The impact of self-regulated learning and perceived exertion on achievement in mathematics and science of fourth grade students. Hsuan Chuang Journal of Social Sciences, 12, 147-187.】
- 陳婉真（2009）。考試焦慮與考試成績表現失常之關係─從考試歷程分析。教育心理學報，40（4），597-618。 【Chen, W.-C. (2009). Test anxiety and under-performance: An analysis of the examination process. Bulletin of Educational Psychology, 40(4), 597-618. 】
- 陳嘉成（2002）。成就目標、行動控制取向與數學能力知覺的中介效果對國中生數學學習行為組型之關係研究。教育與心理研究，25（下冊），629-656。 【Chen, C.-C. (2002). The relationship of achievement goal, action control orientation and the mediating effect of perceived mathematical competence on learning behavior patterns of junior high school students. Journal of Education & Psychology, 25(2), 629-656.】
- 陳嘉成（2004）。國中數學科高智商低成就學生學習行為構型之研究。測驗學刊，51（1），1-27。 【Chen, C.-C. (2004). The research for the learning behavior profiles of underachievers in math in junior high school. Psychological Testing, 51(1), 1-27. 】
- 陳嘉成（2006）。為什麼自我跛足？與數學能力知覺、測驗焦慮對學習組型的中介效果。測驗學刊，53（1），49-77。 【Chen, C.-C. (2006). Why does student behave self-handicapping? The mediating effects of perceived competence and test anxiety on patterns of learning behavior. Psychological Testing, 53(1), 49-77. 】
- 陳嘉成（2007）。區別高低分群學生數學成就因素的國際比較─以台灣、南韓、澳洲與賽普勒斯的TIMSS 2003學生背景變項為例。測驗學刊，54（2），377-401。 【Chen, C.-C. (2007). The international comparison of factors that differentiate mathematics students: The effects of TIMSS 2003 students background information within Taiwan, Korea, Australia and Cyprus. Psychological Testing, 54(2), 377-401. 】
- 陳嘉成（2010）。二向度或三向度？國中生之成就目標建構適用性與自主性在學習歷程角色之研究。教育研究與發展期刊，6（4），137-166。 【Chen, C.-C. (2007). Dichotomous or trichotomous? The research into the appropriateness of achievement goal frameworks and the role of the autonomy in the learning process. Journal of Educational Research and Development, 6(4), 137-166.】
- 陳嘉成、薛人華、陳柏霖（2017）。向左走，向右走─影響數學低成就學生狀態改變之可能性分析。教育與心理研究，40（2），1-30。 【Chen, C.-C., Hsueh, J.-H., & Chen, P.-L. (2017). Turn left, turn right? The possibility of improving the performance of mathematics underachievers. Journal of Education & Psychology, 40(2), 1-30. 】
- 陳嘉成、薛人華、陳柏霖、趙珮晴、陳清溪（2014）。誰會是數學低成就者？─低成就發生率、篩選方法與低成就類別之分析。教育與心理研究，37（2），95-126。 【Chen, C.-C., Hsueh, J.-H., Chen, P.-L., Chao, P.-C., & Chen, C.-S. (2014). Who could be the underachievers of mathematics? An analysis of the incidence, identify method, and types of underachievers. Journal of Education & Psychology, 37(2), 95-126. 】
- 陳嘉成、薛人華、陳柏霖、鄧鈞文（2015）。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。教育與心理研究，38（4），35-65。 【Chen, C.-C., Hsueh, J.-H., Chen, P.-L., & Teng, C.-W. (2015). 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. Journal of Education & Psychology, 38(4), 35-65. 】
- 陳嘉皇（2007）。數學學習情感反應、自主能力與成就表現關係之研究。屏東教育大學學報，27，1-28。 【Chen, J.-H. (2007). The mathematical performances and relations on six grade student’s affective responses and self-regulated abilities. Journal of Pingtung University of Education, 27, 1-28.】
- 陳榮華（2004）。國民中學智力測驗更新版指導手冊。臺北市：中國行為科學。 【Chen, R.-H. (2004). Junior high school intelligence test guide in the new edition. Taipei, Taiwan: Chinese Behavioral Science.】
- 趙梅如、黃信樽（2009）。數學學習需求之內涵建構及量表編製。教育學刊，32，159-195。 【Chao, M.-R., & Huang, S.-Z. (2009). A study on mathematical learning needs: The intension and construction of its scale. Educational Review, 32, 159-195. 】
- 劉育春、陳柏霖、洪兆祥（2017）。以數學學業復原力為調節角色：國中生數學考試焦慮與數學學業成就之關係。課程與教學季刊，20（4），151-176。 【Liu, Y.-C., Chen, P.-L., & Hung, C.-H. (2017). Math academic resilience as a moderator: A study of junior high school student’s math of test anxiety on math academic achievement. Curriculum & Instruction Quarterly, 20(4), 151-176.】
- 蔡典謨（2004）。資優低成就的問題與界定。資優教育季刊，91，1-7。 【Tsai, D.-M. (2004). The problems and idefinition of underachievement in gifted students. Gifted Education Quarterly, 91, 1-7.】
- 錢豪君、高三福、黃芳進（2014）。體育系學生術科與學科之目標取向、自我效能與自我設限的交互作用。大專體育學刊，16（2），202-414。 【Chian, H.-C., Kao, S.-F., & Huang, F.-J. (2014). Interaction of goal orientation, self-efficacy and self-handicap on sports and academic learning strategies in physical education students. Sports & Exercise Research, 16(2), 202-214. 】
- Ames, C. (1992). Classroom: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. doi:10.1037/0022-0663.84.3.261
- Brockelman, K. F. (2009). The interrelationship of self-determination, mental illness, and grades among university students. Journal of College Student Development, 50(3), 271-286. doi:10. 1353/csd.0.0068
- Castejón, J. L., Gilar, R., Veas, A., & Miñano, P. (2016). Differences in learning strategies, goal orientations, and self-concept between overachieving, normal-achieving, and underachieving secondary students. Frontiers in Psychology, 7, 1438. doi:10.3389/fpsyg.2016.01438
- Cheng, K.-M., & Wong, K.-C. (1996). School effectiveness in East Asia: Concepts, origins and implications. Journal of Educational Administration, 34(5), 32-49. doi:10.1108/09578239610 148269
- Covington, M. V. (1984). The motive for self-worth. In R. Ames & C. Ames (Eds.), Research on motivation in education (Vol. 1, pp. 78-114). London, UK: Academic Press.
- Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York, NY: Cambridge University. doi:10.1017/CBO9781139173582
- Covington, M. V. (1998). The will to learn: A guide for motivating young people. New York, NY: Cambridge University.
- Davis, G. A., Rimm, S. B., & Siegle, D. (2010). Education of the gifted and talented (6th ed.). Upper Saddle River, NJ: Pearson Education.
- Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. doi:10.1037/0022-3514.92.6.1087
- Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology.
- Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House.
- Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. doi:10.1037/0033-295X.95.2.256
- Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20(3), 257-274. doi:10. 1006/ceps.1995.1017
- Goudas, M., Biddle, S., & Fox, K. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology, 64(3), 453-463. doi:10.1111/j.2044-8279.1994.tb01116.X
- Gross, T. F., & Mastenbrook, M. (1980). Examination of effects of state anxiety on problem-solving efficiency under high and low memory conditions. Journal of Educational Psychology, 72(5), 605-609. doi:10.1037/0022-0663.72.5.605
- Haugen, R., Ommundsen, Y., & Lund, T. (2004). The concept of expectancy: A central factor in various personality dispositions. Educational Psychology, 24(1), 43-55. doi:10.1080/014434103 2000146430
- Kesici, Ş., & Erdogan, A. (2009). Predicting college students’ mathematics anxiety by motivational beliefs and self-regulated learning strategies. College Student Journal, 43(2), 631-642.
- Lupart, J. L., & Pyryt, M. C. (1996). “Hidden gifted” students: Underachiever prevalence and profile. Journal for the Education of the Gifted, 20(1), 36-53. doi:10.1177/016235329602000103
- Mandel, H. P., Marcus, S. I., & Dean, L. (1995). Could do better: Why children underachieve and what to do about it. New York, NY: Wiley.
- Martin, A. J., Marsh, H. W., Williamson, A., & Debus, R. L. (2003). Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students. Journal of Educational Psychology, 95(3), 617-628. doi:10.1037/0022-0663.95.3.617
- Matuga, J. M. (2009). Self-regulation, goal orientation, and academic achievement of secondary students in online university courses. Journal of Educational Technology & Society, 12(3), 4-11.
- Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: A longitudinal panel analysis. Journal of Adolescence, 27(2), 165-179. doi:10.1016/j.adolescence. 2003.11.003
- Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Education Psychology, 89(4), 710-718. doi:10. 1037/0022-0663.89.4.710
- Midgley, C., Arunkumar, R., & Urdan, T. (1996). “If I don’t do well tomorrow, there’s a reason”: Predictors of adolescents’ use of academic self-handicapping strategies. Journal of Educational Psychology, 88(3), 423-434. doi:10.1037/0022-0663.88.3.423
- Midgley, C., Maehr, M. L., Hicks, L., Roeser, R., Urdan, T., Anderman, E., …Middleton, M. (1997). Manual for the patterns of adaptive learning survey (PALS). Ann Arbor, MI: University of Michigan.
- Ommundsen, Y. (2004). Self-handicapping related to task and performance-approach and avoidance goals in physical education. Journal of Applied Sport Psychology, 16(2), 183-197. doi:10.1080/ 10413200490437660
- Perels, F., Dignath, C., & Schmitz, B. (2009). Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes. European Journal of Psychology of Education, 24(1), 17-31. doi:10.1007/BF03173472
- Peterson, J. S, & Colangelo, N. (1996). Gifted achievers and underachievers: A comparison of patterns found in school files. Journal of Counseling & Development, 74(4), 399-407. doi:10. 1002/j. 1556-6676.1996.tb01886.x
- Prapavessis, H., Grove, J. R., Maddison, R., & Zillmamm, N. (2003). Self-handicapping tendencies, coping, and anxiety responses among athletes. Psychology of Sport and Exercise, 4(4), 357-375. doi:10.1016/S1469-0292(02)00020-1
- Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551-554. doi:10.1037/h0033456
- Seeley, K. R. (1993). Gifted students at risk. In L. K. Silverman (Ed.), Counseling the gifted and talented (pp. 263-276). Denver, CO: Love.
- Sharma, S., & Rao, U. (1983). The effects of self-esteem, test anxiety and intelligence on academic achievement of high school girls. Personality Study and Group Behaviour, 3(2), 48-55.
- Shell, D. F., & Husman, J. (2001). The multivariate dimensionality of personal control and future time perspective in achievement and self-regulation. Contemporary Educational Psychology, 26(4), 481-506. doi:10.1006/ceps.2000.1073
- Smith, T. W., Snyder, C. R., & Handelsman, M. M. (1982). On the self-serving function of an academic wooden leg: Test anxiety as a self-handicapping strategy. Journal of Personality and Social Psychology, 42(2), 314-321. doi:10.1037/0022-3514.42.2.314
- Trouilloud, D., Sarrazin, P., Bressoux, P., & Bois, J. (2006). Relation between teachers’ early expectations and students’ later perceived competence in physical education classes: Autonomy- supportive climate as a moderator. Journal of Educational Psychology, 98(1), 75-86. doi:10. 1037/0022-0663.98.1.75
- Urdan, T., Midgley, C., & Anderman, E. M. (1998). The role of classroom goal structure in students’ use self-handicapping strategies. American Educational Research Journal, 35(1), 101-122. doi:10.2307/1163453
- Weinstein, C. E., Husman, J., & Dierking, D. R. (2000). Self-regulation interventions with a focus on learning strategies. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 727-747). San Diego, CA: Academic Press. doi:10.1016/B978-012109890- 2/50051-2
- Whitmore, J. R. (1980). Gifted, conflict, and underachievement. Boston, MA: Allyn & Bacon.
- Wigfield, A., & Meece, J. L. (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psychology, 80(2), 210-216. doi:10.1037/0022-0663.80.2.210
- Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91. doi:10.1006/ceps.1999.1016
- Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628. doi:10.3102/00028312023004614
- Zuckerman, M., Kieffer, S. C., & Knee, C. R. (1998). Consequences of self-handicapping: Effects on coping, academic performance and adjustment. Journal of Personality and Social Psychology, 74(6), 1619-1628. doi:10.1037/0022-3514.74.6.1619
| 中文APA引文格式 | 陳嘉成、陳柏霖、洪兆祥、薛人華（2018）劍的雙面刃─國中數學科不同成就學生學習組型差異之分析。教育科學研究期刊，63(3)，105-130。doi:10.6209/JORIES.201809_63(3).0004 |
|---|
| APA Format | Chen, C.- C., Chen, P,- L., Hung, C.- H., Hsueh, J.- H. (2018). Double-edged sword: different learning behavior patterns for junior high school mathematics. Journal of Research in Education Sciences, 63(3), 105-130. doi:10.6209/JORIES.201809_63(3).0004 |
|---|
Journal directory listing - Volume 63 (2018) - Journal of Research in Education Sciences【63(3)】september
Directory
Double-Edged Sword: Different Learning Behavior Patterns for Junior High School Mathematics
Author: Chia-Cheng Chen (Teacher Education Center, National Taiwan University of Arts), Po-Lin Chen(Department of Applied Psychology, Hsuan Chuang University), Chao-Hsiang Hung(Department of Education, National Chengchi University), Jen-Hua Hsueh(Department of Educational Psychology and Counseling, National Taiwan Normal University)
Vol.&No.：Vol. 63, No.3
Date：September 2018
Pages：105-130
DOI：10.6209/JORIES.201809_63(3).0004
Abstract：
Some skilled students are deemed underachievers, even though they demonstrate adequate academic performances, because they fail to meet certain expectations. By contrast, some gifted students achieving below-average scores, but having performance capabilities exceeding their skill level, are labeled overachievers. These two categories representing student ability and effort have differences. This study investigated the profiles of underachievers and overachievers in junior high school mathematics by comparing variation patterns to build the foundation for future remedial education. Students from one junior high school were analyzed; the conclusions were as follows: (1) Of 3,530 participating students, 199 (5.6%), 143 (4.1%), 337 (9.5%), and 360 (10.2%) were low intelligence quotient (IQ) – overachievers, low IQ – underachievers, high IQ – overachievers, and high IQ – underachievers, respectively. (2) Perceived math competence and self-debilitating strategies were observed in high IQ – underachievers and low IQ – overachievers. (3) Finally, suggestions for teaching practices and future studies were proposed.
Keywords：learning behavior pattern, overachievement, perceived competence, test anxiety, underachievement