國中生英語學習歷程模式之驗證

The Verification of English Learning Process Model

10.6251/BEP.20031201.2

吳青蓉(Ching-Jung Wu)；張景媛(Ching-Yuan Chang)

行動控制 ； 英語學習歷程模式 ； 後設認知 ； 情意反應 ； 學習表現 ； action control ； affective reaction ； English learning process model ； learning performance ； meta-cognition

教育心理學報

35卷2期（2003 / 12 / 01）

121 - 140

繁體中文

本研究主要目的在統整相關理論建立國中生英語學習歷程模式，並以實際所得資料進行模式驗證，以探討影響國二學生英語學習歷程的相關因素及其因果關係。本研究以449位國二學生為研究對象，運用英語情意反應量表、行動控制策略量表、後設認知量表和英語成就測驗等研究工具，所獲得的資料以LISREL統計方法進行分析。結果發現：一、本研究的國中生英語學習歷程模式與實際資料可以適配，顯示本研究所提出的國中生英語學習歷程模式可以解釋一般國中二年級學生的觀察資料。二、國中生英語學習歷程模式中，情意反應對行動控制具直接效果；情意反應對後設認知具直接效果；行動控制對後設認知具直接效果；後設認知對學習表現具直接效果；此外，情意反應對後設認知與學習表現具間接效果；而行動控制對學習表現亦具間接效果。

The purposes of this study were to construct a model of English Learning Process and to certify it with data from 449 junior high school students (eighth grades). The instruments employed in this study include: Affective Reaction Inventory, Action Control Inventory, Metacognition Inventory, and English Achievement Test. The collected data were analyzed with LISREL. The major findings were: (1) Except the Chi square test that was easily influenced by the sample size, the results indicated that the English Learning Process Model fitted the observed data well in preliminary, overall, and internal structure model fit criteria. (2) the direct effects in the English learning process model were significant regarding their affective reaction with action control, affective reaction with metacognition, action control with metacognition, and metacognition with learning performance; the indirect effects were also significant regarding their affective reaction with metacognition, affective reaction with learning performance, and action control with learning performance.

1. 程炳林(2002)。大學生學習工作、動機問題與自我調整學習策略之關係。教育心理學報，33(2)，79-101。
   連結：
2. 程炳林(2001)。動機、目標設定、行動控制、學習策略之關係：自我調整學習歷程模式之建構及驗證。師大學報：教育類，46(1)，67-92。
   連結：
3. 程炳林、林清山(2000)。行動控制教學課程之教學效果研究。教育心理學報，31(2)，1-21。
   連結：
4. 程炳林、林清山(2002)。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報，34(1)，43-60。
   連結：
5. Ames, C.,Archer, J.(1988).Achievement goals in the classroom: Student learning strategies and motivation processes.Journal of Educational Psychology,80,260-267.
6. Atkinson, J. W.,Birch, D.(1970).The dynamics of action.New York:Wiley.
7. Bachman, L. F.,Palmer, A. S.(1996).Language testing in Practice.Oxford:Oxford University Press.
8. Bagozzi, R. P.,Yi, Y.(1988).On the evaluation of structural equation models.Academic of marketing science,16,74-94.
9. Bandura, A.(1986).Social Foundations of Thought and Action: A Social Cognitive Theory.Englewood Cliffs, New Jeresy:Prentice-Hall.
10. Bandura, A.(1991).Social Cognitive Theory of Self-regulation.Organizational Behavior and Human Decision Processes,50,248-287.
11. Bollen, K. A.(1989).Structural equations with latent variables.New York:Wiley.
12. Brown, A. L.,Campione, J.C.(1978).Permissible inferences from the outcome of training studies in cognitive development research.Quarterly newsletter of the Institute for Comparative Human Development,2,46-53.
13. Brown, A. L.,Weinert,Kluwe (Eds.)(1987).Metacognition, motivation, and understanding.Hillsdale, New Jersey:Lawrence Erlbaum.
14. Corno, L.(1993).The best-laid plans. Modern conceptions and educational research.Educational Research,22(2),14-22.
15. Corno, L.,B. J. Zimmerman,D. H. Schunk (Eds.)(1989).Self-regulated learning and academic achievement: Theory, research, and practice.New York:Springer-Verlag.
16. Corno, L.,D. H. Schunk,B. J. Zimmerman (Eds.)(1994).Self-regulation of learning and performance.Hillsdale, New Jersey:Lawrence Erlbaum Associates.
17. Eccles, J.,J. T. Spence (Ed.)(1983).Achievement and achievement motives.San Francisco:Freeman.
18. Flavell, J. H.(1971).First discussant`s comments: What is memory development of?.Human Development,14,272-278.
19. Garcia, T.,McCann, E. J.,Turner, J. E.,Roska, L.(1998).Modeling the Mediating Role of Volition in the Learning Process.Contemporary Educational Psychology,23(4),392-418.
20. Garcia, T.,Pintrich, P. R.(1993).Self-schemas, motivational strategies and self-regulated learning.Paper presented at the annual meeting of the American Educational Research,Atlanta:
21. Garcia, T.,Pintrich, P. R.(1991).Student motivation and self-regulated learning: A LISREL Model.Paper presented at the annual meeting of the American Educational Research,Chicago:
22. Hacker, D. J.,Dunlosky, J.,Graesser, A. C.(1998).Metacognition in educational theory and practice.Mahwah, New Jeresy:Erlbaum.
23. Hair, J. F.,Anderson, R.E.,Tatham, R. L.,Black, W. C.(1998).Multivariate data analysis.Englewood Cliffs, New Jersey:Prentice-Hall.
24. Hilgard, E.R.(1980).The trilogy of mind: cognition, affection, and conation.Journal of the history of behavioral sciences,16,107-117.
25. Jöreskog, K. G.,Sörbom, D.(1993).LISREL 8: Structural equation modeling with the SIMPLIS command language.Chicago:Scientific Software International.
26. Jöreskog, K.G.,Sörbom, D.(1999).LISREL 8: New statistical features.Chicago:Scientific Software International.
27. Kuhl, J.(2000).The volitional basis of personality systems interaction theory: application in learning and treatment contexts.International Journal of Educational Research,33,665-703.
28. Kuhl, J.(Eds.),F. Halish(2000).Motivation, intention, and volition.New York:Springer-Verlag.
29. Kuhl, J.(Eds.),F. Halish(1987).Motivation, intention, and volition.New York:Springer-Verlag.
30. Kuhl, J.,B.A. Maher (Ed.)(1984).Progress in Experimental Personality Research.New York:Academic Press.
31. Kuhl, J.,J. Backmann (Eds.)(1994).Volition and personality: Action versus state orientation.Seattle:Hogrefe & Huber.
32. Kuhl, J.,J. Beckman (Eds.)(1985).Action control: From cognition to behavior.New York:Springer-Verlag.
33. Kuhl, J.,Kraska, K.,R. Kanfer,P. L. Ackerman,R. Cudeck (Eds.)(1989).Abilities, Motivation, and Methodology: The Minnesota Symposium on Individual Difference.Hillsdale:Erlbaum.
34. Kuhl, J.,R.M. Sorrentino,E.T. Higgins (Eds.)(1986).Handbook of motivation metacognition, foundations of social behavior.New York:The Guilford Press.
35. Kuhl, Julius,Blankenship, Virginia.(1979).The Dynamic Theory of Achievement Motivation: From Episodic to Dynamic Thinking.Psychological Review,86(2),141-151.
36. Locke, E. A.,Latham, G. P.(1990).Work motivation and satisfaction: Light at the end of the tunnel.American psychological Society,Ⅰ(4),240-246.
37. Marsh, Herbert. W.,Balla, John.(1992).Goodness of Fit Confirmatory Factor Analysis: The Effects of Sample Size and Model Parsimony.Australia:New South Wales.
38. McCombs, B.L.,M.C. Wittrock,E.L. Baker (Eds.)(1998).Testing and cognition.New Jersey:Englewood Cliffs, Prentince Hall.
39. Meece, J.,Blumefeld, P.,Hoyle, R.(1988).Students` goal orientation and cognitive engagement in classroom activities.Journal of Educational Psychology,80,514-523.
40. Meltzer, L. J.,G.R. Lyon (Ed.)(1994).Frames of reference for the assessment of learning disabilities: New views on measurement issues.Baltimore:Brookes.
41. Morris, C. W.(1956).Varieties of human value.Chicago:University of Chicago Press.
42. Murray, H. A.(1938).Explorations in personality.New York.:Oxford University Press.
43. Oxford, R. L.(1990).Language Learning Strategies: What Every Teacher Should Know.New York:Newbury House/ Harper & Row.
44. Oxford, R.,Shearin, J.(1994).Language Learning Motivation: Expanding the Theoretical Framework.The Modern Language Journal,78(1),12-28.
45. Paris, S. G.,Lipson, M. Y.,Wixon, K.(1983).Becoming a strategic reader.Contemporary Educational Psychology,8,293-316.
46. Phakiti, A.(2003).A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance.Language Testing,20(1),26-56.
47. Pintrich, P. R.(1986).Motivation and learning strategies interactions with achievement.Paper presented at the American Educational Research Association Convention,San Francisco, California:
48. Pintrich, P. R.,J.S. Stark,L. Mets (Eds.)(1988).Improving teaching and learning through research: New directions for instructional research.San Francisco:Jossey-Bass.
49. Pintrich, P.R.,C. Ames,M. Maher (Eds.)(1989).Advances in motivation and achievement: Motivation enhancing environments.Greenwich, CT:JAI Press.
50. Schunk, D. H. (Eds.),B. J. Zimmerman(1989).Self-regulated learning and academic achievement: Theory, research, and practice.New York:Springer-Verlag.
51. Schwarz, N.,E. F. Higgins,R. M. Sorrentino (Eds.)(1990).Handbook of motivation and cognition: Foundations of social behavior.New York:Guilford.
52. Snow, R. E.,Corno, L.,Jackson III, D.(1996).Individual differences in affective and conative functions.Handbook of educational psychology,9,243-310.
53. Snow, R. E.,Corno, L.,Jackson III, D.,D. C. Berliner,R. C. Calfee (Eds.)(1996).Handbook of educational psychology.NY:Macmillan.
54. Vermunt, J. D.(1987).Learning style and self-regulation.Paper presented at the annual meeting of the American Educational Research,Wahsington, DC.:
55. Weiner, B.(1992).Human motivation: Metaphors, theories, and research.California:SAGE.
56. Wigfield, A.(1984).Relationships between ability perceptions, other achievement-related beliefs, and school performance.Paper presented at the annual meeting of the American educational Research Association,New Orleans, LA.:
57. Wigfield, A.,Schunk,Zimmerman (Eds.)(1994).Self-regulation of learning and performance.Hillsdale, New Jersey:Lawrence Erlbaum Associates.
58. 林建平(1994)。博士論文(博士論文)。國立臺灣師範大學教育心理與輔導研究所。
59. 林清山、程炳林(1996)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報，28，15-58。
60. 林清山、程炳林(1997)。行政院國科會專題研究計畫成果報告行政院國科會專題研究計畫成果報告,未出版
61. 胡永崇(1999)。國語文低成就學生後設認知能力之研究。「學童閱讀困難的鑑定與診斷研討會」宣讀之論文，台北:
62. 胡永崇(1995)。博士論文(博士論文)。國立師化師範大學特殊教育研究所。
63. 陳正昌、程炳林(1998)。SPSS、SAS、BMDP統計軟體在多變量統計上的應用。台北:五南。
64. 曾美蕙(1984)。碩士論文(碩士論文)。國立台彎師範大學教育研究所。
65. 程炳林(1991)。碩士論文(碩士論文)。國立政治大學教育研究所。
66. 程炳林(1995)。博士論文(博士論文)。國立台灣師範大學教育心理與輔導研究所。
67. 項必蒂(1991)。博士論文(博士論文)。國立政治大學教育研究所。
68. 黃自來(1990)。英語教學新象。台北:文鶴。

1. 陳五洲、洪祥偉(2018)。資訊科技結合後設認知策略融入國小桌球教學之成效研究。教育傳播與科技研究，119，33-45。
2. 陳五洲、張瑀嵐(2011)。從摩斯登互惠式與自測式談後設認知於動作學習之應用。中華體育季刊，25(2)，372-381。
3. 陳仲殊、陳五洲(2015)。後設認知在動作學習上的應用。大專體育，134，63-73。
4. 戴維揚(2007)。就典範轉移論辯認知與後設認知的教學策略與評量機制。中等教育，58(6)，86-115。
5. (2004)。知情意整合的語言學習策略對國中生英語學習表現影響之研究。教育實踐與研究，17(1)，227-250。