國小低年級學生多元解題自我調節量表之編製發展與實測研究

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doi:10.6251/BEP.202106_52(4).0005

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P829 - 856

社会科学 > 心理学
社会科学 > 教育学

DOI： 10.6251/BEP

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国小低年级学生多元解题自我调节量表之编制发展与实测研究

The Development and Testing of Early Primary School Students Multiple Self-Regulation Scale in Word Problem Solving

许家骅(Chia-Hua Hsu)

教育心理学报； 52 卷 4 期 (2021 / 06 / 01) ， P829 - 856

繁体中文 DOI： 10.6251/BEP.202106_52(4).0005

多元解题自我调节；多元解题自我调节能力；量表；学习辅导； multiple self-regulation ； word problem solving ； scale ； learning guidance

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摘要 │ 参考文献 (43) │ 被引用文献 (2) │ 国际计量

摘要〈TOP〉

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The introduction (purpose and literature review), method, results and conclusions of this research are described as follows. As a response to Taiwan's education reform (12-year basic education curricula established by the Ministry of Education), learning guidance requirements, research practicality experience, and the limited attention of primary school lower grade students, this study developed the primary school lower grade students multiple self-regulation scale (PSLGS-MSRS). This Likert-type rating scale is used as a learning guidance instrument to assess self-regulation learning ability in combination with self-regulation learning componential and content analyses of addition and subtraction word problem solving (WPS) in primary school lower grade students. In addition, the PSLGS-MSRS incorporates the core competencies defined in the 12-year basic education curricula established by the Taiwan Ministry of Education, which include A2 systematic thinking and problem solving in spontaneity dimension A (elementary education stage). On the basis of the results on the PSLGS-MSRS, learning guidance programs were promoted to determine the feasibility of this study. To develop the PSLGS-MSRS, this study analyzed self-regulation and metacognition ability in combination with WPS experience to ascertain students' experiences learning how to address certain problem types and assess their problem-solving performance. The main focus of this research is presented as follows. First, the status and discrimination power of the PSLGS-MSRS was measured. Second, the validity of the PSLGSMSRS was measured. Third, the reliability of the PSLGS-MSRS was measured. Fourth, the WPS ability of various individuals was measured according to their performance on the PSLGS-MSRS. Fifth, functions applicable to the learning guidance of the PSLGS-MSRS in terms of the WPS ability of various individuals were explored. The ability component of self-regulation learning in WPS was divided into two facets, namely general and executive self-regulation, and four batteries, namely forethought, self-reflection, performance control, and executive verification. In the general self-regulation facet, the content was summarized and integrated from three sources. First, the first and third phases of the self-regulation three-phase cycled model from Zimmerman (2013) were analyzed (i.e., forethought and self-reflection, respectively). Second, the self-regulation phases and area frameworks from Pintrich (2004) were analyzed (i.e., forethought and activation, monitoring, control, response, and self-reflection). Third, the stages of the self-instruction process cycling model developed by Caliskan and Sunbul (2011) were analyzed (i.e., setting goals, considering thematic knowledge, and planning how much time to spend on learning). These concepts were summarized into forethought and self-reflection batteries involving the processes of general metacognition and self-regulated operations in mathematical problem solving. In the executive self-regulation facet, the content was a summarization and integration of material from three sources. First, the cognitive and metacognitive framework for mathematical problem solving developed by Garofalo and Lester (1985) was analyzed (i.e., orientation, organization, execution, verification, and evaluation). Second, the three stages of the self-instruction process cycling model developed by Caliskan and Sunbul (2011) were analyzed (i.e., monitoring learning, verifying the results, and discarding useless strategies; selecting a new strategy; and modifying and implementing the new strategy). Third, the cognitive and metacognitive integrated process model for mathematical problem solving developed by Montague (2008); Montague et al. (2011); and Peltier and Vannest (2016) was analyzed (i.e., checking (evaluation), self-instruction, self-questioning, self-monitoring, and reflection). Finally, the second phase of the self-regulation three-phase cycled model from Zimmerman (2013) was integrated (i.e., performance control). These concepts were summarized and integrated into performance control and executive verification batteries involving the processes of executive metacognition and self-regulated operations in mathematical problem solving. For data collection, the PSLGS-MSRS was combined with assessments of previous experience and two-step WPS tasks involving addition and subtraction. Therefore, learning content was also analyzed. The content of the two-step word problems involving addition and subtraction was based on problems from different versions of mathematics textbooks published by different textbook companies for first and second grade students in Taiwan. Next, analyses of the ability component and content were conducted to analyze self-regulation learning and the semantic schema involved in the two-step word problems involving addition and subtraction. After an expert review, the overall results were used to compile and develop the PSLGS-MSRS and the assessments of previous experience for the two-step word problems involving addition and subtraction. To ensure homogeneity of the learning content and students' school experiences, the participants were 602 second graders from Chiayi County and Chiayi City in Taiwan and were selected through purposeful cluster sampling. All participants were tested with the PSLGS-MSRS combined with the assessments of previous experience for the two-step word problems involving addition and subtraction. The data were divided into two clusters for random cross-validation statistical analyses. The statistical analysis methods and measures used were descriptive statistics, a repeated-measures t-test, the Pearson product-moment correlation, exploratory and confirmatory factor analyses, Cronbach's alpha coefficients, composite reliability, multivariate analysis of variance, η2 effect size, the Roy-Bargman stepdown multivariate analysis of variance, and simultaneous confidence interval. All statistical analysis data were processed using IBM SPSS and Analysis of Moment Structures. In addition, the data were evaluated and classified into different clusters. Next, the characteristics and attributes of each cluster were identified, and the corresponding profiles were elucidated to organize the learning guidance program and suggestions for instructional strategies. Exploratory and confirmatory factor analyses produced numerous factor structures matching the one-factor dimension (WPS multiple self-regulation learning), two facets (general and executive self-regulation learning), and four batteries (forethought, self-reflection, performance control, and executive verification) of the self-regulation learning analyses. The KMO (Kaiser-Meyer-Olkin) value, variance proportions of factor extraction, and the model fitness were positive. The reliability analysis produced a positive α coefficient, and the composite reliability was positive. Regarding the item analysis, the critical ratio and item total correlation were strong, regardless of whether it was for a single item, a subscale, or all items. General and executive self-regulation learning abilities (i.e., forethought, self-reflection, performance control, and executive verification batteries) in WPS multiple self-regulation learning were significantly different among individuals with different WPS performance. Next, the Standardized T score of self-regulation learning ability was classified on the basis of the scores of low-performance students (bottom 27%); different characteristics and learning guidance directions were identified. The student performance profiles of different clusters were used to elucidate the main points and programs of learning guidance. On the basis of these results, the following conclusions were drawn. First, the validity of the PSLGS-MSRS was favorable, which reflected the measured construct structures of self-regulation. Second, the reliability of the PSLGS-MSRS adequately reflected the construct dependability of the self-regulation measurements. Third, the PSLGS-MSRS effectively discriminated the measured performance of individuals with different self-regulation abilities. Fourth, the performance of individuals with different WPS abilities differed significantly according to practical measurements of general and executive self-regulation performance. Fifth, differentiated functions of different learning guidance needs were identified from the PSLGS-MSRS results of individuals with different WPS abilities. Finally, on the basis of these conclusions, the PSLGS-MSRS is verified to be a valid, practical, and effective instrument for assessing self-regulation learning.

参考文献 ( 43 ) 〈TOP〉

彭淑玲, S.-L.(2017)。未来取向之自我调整学习模式考验暨检验课室目标结构的调节效果。教育心理学报，48(3)，371-397。
连结：
黄佩婷, P.-T.,陈慧娟, H.-J.(2016)。大学生未来时间观与自我调整学习之关系：知觉工具性的中介效果检验。教育心理学报，47(3)，329-354。
连结：
Borkowski, J. G.(1992).Metacognitive theory: A framework for teaching literacy, writing, and math skills.Journal of Learning Disabilities,25(4),253-257.
Byrne, B. M.(2001).Structural equation modeling with Amos: Basic concepts, applications and programming.Lawrence Erlbaum Associates.
Caliskan, M.,Sunbul, A. M.(2011).The effects of learning strategies instruction on metacognitive knowledge, using metacognitive skills and academic achievement.Educational Sciences: Theory & Practice,11(1),148-153.

被引用文献 ( 2 ) 〈TOP〉

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