政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/99950
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 112704/143671 (78%)
造訪人次 : 49721489      線上人數 : 512
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/99950


    題名: 中小學生知識信念、後設認知與學業成就關係之研究
    其他題名: The Relation Among Epistemological Beliefs, Metacognition and Academic Achievement for Junior High and Elementary School Students
    作者: 凃金堂
    關鍵詞: 中介變項;知識信念;後設認知;結構方程模式;學業成就
    mediator;epistemological beliefs;metacognition;structural equation modeling;academic achievement
    日期: 2015-09
    上傳時間: 2016-08-09 17:15:03 (UTC+8)
    摘要: 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.
    關聯: 教育與心理研究, 38(3),71-99
    Journal of Education & Psychology
    資料類型: article
    DOI 連結: http://dx.doi.org/10.3966/102498852015093803003
    DOI: 10.3966/102498852015093803003
    顯示於類別:[教育與心理研究 TSSCI] 期刊論文

    文件中的檔案:

    檔案 大小格式瀏覽次數
    38(3)(71-99).pdf14067KbAdobe PDF2722檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    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。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    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。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋