國中生認知／意動成份與學習表現之相關研究

Relationship among Junior High School Students' Cognitive/ Conative Components and Learning Performance

10.29882/JTNUE.200004.0003

程炳林(Biing-Lin Cherng)

認知 ； 意動 ； 先前知識 ； 學習策略 ； 動機導向 ； 行動控制 ； cognition ； conation ； prior knowledge ； learning strategies ； motivativonal orientation ； action control

師大學報：教育類

45卷1期（2000 / 04 / 01）

43 - 59

繁體中文

本研究的目的如下：（1）瞭解四個認知成份變項與四個意動成份變項之關係。（2）探討八個認知／意動成份變項對國中學習表現的預測力。（3）探討認知／意動成份是否能將受試者區分成明顯的集群。受試者來自八所國中共687人，他們接受閱讀理解測驗（丙式）、策略覺察量表、學習策略量表、情意反應量表、學習動機量表、行動導向量表、行動控制策略量表之施測。研究發現如下：（1）認知成份四個變項與意動成份四個變項彼此可以互相解釋大約56%左右的變異量。意動成份對訊息處理策略和後設認知策略的解釋力比較高，認知成份對學習動機和行動控制策略的解釋力比較高。（2）認知／意動成份八個變項可以聯合解釋國中生學習表現總變異量的54%，其中內容知識是學習表現最有力的預測變項。（3）認知／意動成份四個因素可以將全體受試者區分成三個特性明顯的集群。

The purposes of this study were: (1) to explore the relationship among students' cognitive and conation variables, (2) to explore the effect of cognitive/conation variables on students' learning performance, and (3) to group observations into clusters by cognitive/conation components.Participants were 687 students from eight junior high schools. The instruments employed in these studies included: Reading Comprehension Tests (form C), Index of Reading Strategies Awareness, Learning Strategies Inventory, Affective Response Inventory; Learning Motivation Inventory, Action Orientation Inventory, and Action Control Strategies Inventory. The results of this study were as follow: (1) There were significant canonical correlation between cognitive components and conation components. The redundancy indices were 29.75% ai1d 26.44%. (2) There were significant multiple correlation between cognitive/conation variables and learning performance. The cognitive/conation variables explained about 54% of the overall variance of learning performance. (3) The cluster analysis showed that subjects could be grouped into three clusters by cognitive/conation components.

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