學習壓力評估模式建立與驗證之研究

蔣宜成

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2025/01/01~2025/12/31

感谢试用，科学期刊库｜科学论文库，期间：2024/10/20~2025/01/20

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

书目管理工具

相关连结

问题回报

全文下载

学习压力评估模式建立与验证之研究

Establishment and validation of learning stress assessment model

蒋宜成 , 硕士　　导师：姜琇森　　

繁体中文

压力；心智负荷；学习成效；脑电图；模糊C均值分群法； Stress ； Mental load ； Learning effectiveness ； EEG ； Fuzzy C-means clustering

0 个人觉得这篇文章赞

摘要 │ 参考文献 (65) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Research suggests that stress is an important factor affecting the learning outcomes. Appropriate stress can stimulate a person to higher performance, increasing your cognitive abilities, and improved working efficiency, but too much stress will have a negative impact on people's physical or mental aspects, resulting in poor learning outcomes. However, the effects and tolerance of stress differs from person to person. Therefore, how to assess the degree of stress to find different individuals’ stress tolerance is an important issue.
This study develops an assessment model to detect the level of stress for learners by using asymmetric least squares, Butterworth filter and fuzzy C-means clustering (FCM). Moreover, this study also proposes a stress quantization algorithm to evaluate the levels of stress on learners. The quantization of levels of stress is carried out for learners under different brain waves features conditions by using the fuzzy C-means clustering and Min-Max scaling. Two experimental scenarios will be designed: (1) different teaching stress scenarios (laissez-faire teaching, homework and quizzes) × learning outcomes. (2) We will design four learning units, and the content of each learning unit will increase the difficulty in order to detect whether the learner's stress tolerance improves with learning process.
The study found that there was a significant effect on learning outcomes under different teaching stress scenarios (P<.001). The level of learning stress in homework group and the quizzed group are higher than the laissez-faire teaching group. Compare with other two groups, the quizzed group have a higher willingness to learn programing course and a good learning achievement. In the case of different difficulty learning units, self-learning group have higher levels of stress in the early learning than auxiliary learning group. The research finds that with increasing the difficulty of each learning unit, the stress tolerance of self-learning students improves with learning ability. However, the auxiliary learning students rely heavily on the teaching assistance and feel hard to facing difficult tasks. In addition, when learners face the difficulty of learning content is that they can afford, the stress tolerance of learners will be enhanced with their ability in programming language. Finally, the research results will help learners manage stress effectively and find the best way to learn programming language.

参考文献 ( 65 ) 〈TOP〉

Anyanwu, G. E., Nto, J. N., Agu, A. U., Ekezie, J., & Esom, E. A, “Musical preferences and learning outcome of medical students in cadaver dissection laboratory: A Nigerian survey,” Annals of Anatomy-Anatomischer Anzeiger, Vol. 208, pp. 228-233, 2016.
连结：
Chen, S. A., & Desmond, J. E., “Cerebrocerebellar networks during articulatory rehearsal and verbal working memory tasks,” NeuroImage, Vol. 24, No. 2, pp. 332-338, 2005.
连结：
Cho, Y., Kim, J., & Yang, M. “Investigation On Structural Relationship Among Adolescents’ Media Use, Self-Directed Learning, And Ego-Resilience,” Procedia-Social and Behavioral Sciences, Vol. 191, pp. 1426-1430, 2015.
连结：
Choi, Y., Kim, M., & Chun, C. “Measurement of occupants' stress based on electroencephalograms (EEG) in twelve combined environments,” Building and Environment, Vol. 88, pp. 65-72, 2015.
连结：
Davidson, R. J. “11 Affect, cognition, and hemispheric specialization,” Emotions, cognition, and behavior, pp. 320, 1988.
连结：

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址

E-mail ：

使用DOI作为永久连结

引用含有DOI的文献

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。 如想对DOI的使用与概念有进一步了解，请参考 （ ） 。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。