國民中小學學生思考風格對學習滿意度之影響

The Influence of Elementary and Junior High Schools Students' Thinking Styles on Their Learning Satisfaction

10.6423/HHHC.201011.0069

曾兆興(Chao-Hsin Tseng)

思考 ； 思考風格 ； 學習滿意度 ； thinking ； thinking style ； learning satisfaction

學校行政

70期（2010 / 11 / 01）

69 - 92

繁體中文

本研究目的旨在調查國小與國中學生思考風格對學習滿意度的影響。本研究採用問卷調查法，抽樣二個縣市5所國小與2所國中的學生為研究樣本。本研究之受試者必須回答兩種量表，一種是以Sternberg (1997)的心智管理理論為基礎所編製的思考風格量表，另一種是以Betoret (2007)課業滿意觀點為基礎所編製的學習滿意度量表。本研究採用多元迴歸分析做為統計方法。研究結果顯示，學生的思考風格是學習滿意度之良好預測指標。主要研究發現如下所示：1.國小學生與國中學生的思考風格有不同的屬性；2.國民中小學學生的思考風格有差異；3.國民中小學學生的學習滿意度有差異；4.國小學生的思考風格對其學習滿意度有影響；5.國中學生的思考風格對其學習滿意度有影響；6.國民中小學學生不同教育階段與性別以及思考風格對其學習滿意度有影響。最後，研究者依據結論提出建議，以供教育實務工作者與未來研究者改進思考風格與學習滿意度的參考。

The main purpose of this study was to examine the effect of students' thinking styles on students' learning satisfaction. This study uses investigation via questionnaires, and the questionnaires were distributed to 348 students of 5 elementary schools and 2 junior high schools in 2 counties. Research participants have to respond two inventories, one of Thinking styles is based on Sternberg's (1997) theory of mental self-government, and the other is based on Betoret's (2007) perspective of course satisfaction. Multivariate regression analyses were carried out as the methodology. The results show that students' thinking styles are good predictors of students' learning satisfaction. The main findings were as follow: 1. There is a distinct attribute between elementary and junior high school students' thinking styles. 2. The thinking styles of the elementary and junior high school students significantly differ because of their different backgrounds. 3. The learning satisfaction of the elementary and junior high school students significantly different because of different backgrounds. 4. Elementary school students' thinking style has positive impact on the learning satisfaction. 5. Junior high school students' thinking style has positive impact on the learning satisfaction. 6. The various levels of education and gender have positive impact on the learning satisfaction. Finally, based on the conclusions of the study, the researcher proposes several suggestions to the educational practitioners and future researchers to improve the thinking styles and the learning satisfaction.

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