國中學生後設認知、認識觀與學習成就之相關研究

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Title:	國中學生後設認知、認識觀與學習成就之相關研究
Other Titles:	A Study of the Relationship between Metacognition, Epistemological Beliefs, and Academic Achievements of Junior High School Students
Authors:	謝佩君 Hsieh, Peichun
Contributors:	王文科東海大學教育研究所
Keywords:	後設認知能力;認識觀;學習成就 metacognitive ability;epistemological beliefs;academic achievement
Date:	2012
Issue Date:	2013-01-03T05:59:04Z (UTC)
Abstract:	本研究的目的是探討國中學生的後設認知能力、認識觀與學習成就之相關情形。首先探討目前國中學生在後設認知、認識觀與學習成就上的表現情形；接著探討?同背景變項（性別、?級、班級類型、家庭社經地位）國中學生後設認知能力、認識觀與學習成就之相關情形；最後探討國中學生的後設認知能力與認識觀對學習成就的預測情形。希望提供在教育現場的工作者一個方向來改善學生的學習成就。本研究所使用之研究工具包括「學生基本資料表」、「後設認知量表」、「認識觀量表」與自然與生活科技—理化科定期評量成績，進行研究：主要利用t檢定、單因子變異數分析、皮爾森積差相關與多元迴歸進行考驗，研究結果如下：一、目前國中學生的高層次後設認知能力較弱、知識信念較為成熟、自然科學習成就普遍提高。二、性別與年級對國中資優學生的學習成就有顯著差異。三、性別、班級類型與家庭社經地位對國中學生的後設認知能力產生顯著差異。四、性別、年級、班級類型與家庭社經地位對國中學生的認識觀沒有產生顯著差異。五、國中學生的後設認知分別與認識觀和學習成就之間呈現正相關。六、國中學生的認識觀與學習成就之間呈現負相關。七、後設認知的「陳述性與條件性知識」對國中學生的學習成就預測作用最大。最後，本研究分別對教育工作者與未來研究提出建議，以作為未來國中學生相關教學與研究之參考。關鍵詞：後設認知能力、認識觀、學習成就 AbstractThe main purpose of this research was to explore the relationships between metacognitive ability, epistemological beliefs, and academic achievement of the junior high school students. Then, we discussed how metacognitive ability and epistemological beliefs predict students’ academic achievement.Three instruments, namely student’s basic background list, metacognitive ability questionnaire, and epistemological beliefs questionnaire, were adopted to measure students’ each ability. The main finding of this research were as follows：1. Junior high school students’ academic achievement is improved in the present.2. Junior high school gifted students with different gender and grade had significant difference on metacognitive ability.3. Junior high school students with different gender, class type, and parental social-economic status had significant difference on metacognitive ability.4. Junior high students with different gender, grade, class type, and parental social-economic status did not have significant difference on epistemological beliefs.5. Junior high school students’ metacognitive ability correlated positively with epistemological beliefs and academic achievement separately.6. Junior high school students’ epistemological beliefs correlated negatively with academic achievement.7. Declarative and conditional knowledge of the metacognitive ability can predict junior high school students’ academic achievement.Finally, this research offers suggestions to teachers and further study and serves as the references for future pedagogy and research.Keywords: metacognitive ability, epistemological beliefs, and academic achievement
Appears in Collections:	[教育研究所] 碩士論文

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