學習者所持的知識信念會影響其後設認知，進而影響其學業成就表現，故多位學者主張，在知識信念與學業成就表現的關係中，後設認知扮演中介變項的角色，然而，目前卻缺乏對這個中介效果模式的實證資料考驗。本研究旨在以實證資料，考驗知識信念、後設認知與數學成績的中介效果模式。本研究以861位五、六、七、八年級的國中、小學生，透過「知識信念量表」、「後設認知量表」，以及學生的數學學期成績等資料，採用結構方程模式，進行中介效果的考驗。研究結果顯示，知識信念對數學成績有直接效果的影響力，但以後設認知為中介變項的中介變項模式，並未獲得本研究的實證資料支持。 It is believed that the epistemological beliefs that learners hold will have an impact on learners’ metacognition and influence further their achievement. Accordingly, many scholars asserted that metacognition plays a role of mediator in the relationship between epistemological beliefs and achievement. Currently, however, few studies can be found regarding the empirical data verification of mediating effect. The present study aims to investigate the mediating effect model of epistemological beliefs, metacognition, and learners’ achievement of mathematics on the basis of empirical data. 861 participants were Taiwanese students from the fifth grade to the eighth grade. Research data were collected from Epistemological Questionnaire, Metacognition Questionnaire, and their records for current semester of mathematics. Meanwhile, Structural Equations Model was also employed to process the experimentation of mediating effect. Findings of the present study showed that epistemological beliefs exercised significant influence over the results of learners’ achievement of mathematics; nevertheless, mediation model of metacognition did not elicit any significant evidence from empirical data of the present study.
教育與心理研究, 38(3),71-99 Journal of Education & Psychology