國小六年級學童學科學業成績、成敗歸因以及學科學業自我概念關係之研究

A Study of the Relationship among School Subjects' Academic Scores, Attributions and Self-Concepts in the Sixth Grade Students

10.6773/JRMS.199612.0125

陳永發(Yun-Fa Chen)

測驗統計年刊

4期（1996 / 12 / 01）

125 - 178

繁體中文

本研究的目的有下列四點：一、瞭解國小六年級國語科與數學科學業成績高、中、低分組在國語科與數學科的學業成敗歸因與學業自我概念的表現情形。二、瞭解國小六年級男女學童在國語科與數學科的學業成敗歸因與學業自我概念的表現情形。三、探究國小六年級學童國語科與數學科的學業成績、學業成敗歸因與學業自我概念三者間的關係。四、根據研究發現提出具體建議，作為日後研究與教師從事學業輔導的參考。本研究以台中市國小六年級學童為母群體，運用分層隨機叢集取樣的方式，抽取台中市十所公立國民小學二十個班級815位學童作為研究樣本。蒐集其國語科與數學科學業成績，以研究者自編「國小學童國語科與數學科學業成敗歸因量表」與「國小學童國語科與數學科學業自我概念量表」，測得樣本有關國語科與數學科學業成敗歸因與學業自我概念的表現。運用統計的分析探究國語科與數學科的學業成績、學業成敗歸因與學業自我概念三者之間的關係。根據研究發現作出下列的結論：一、國小六年級學童的國語科、數學科學業成績對學業成敗歸因的影響隨著歸因類別的不同而有所差異。二、國小六年級學童國語科與數學科學業成績較高的學童其該科學業自我概念亦較高。三、性別因素對國小六年級學童國語科與數學科學業成敗歸因的影響隨著歸因類別的不同而有所差異。四、國小六年級學童的國語科與數學科學業自我概念因性別而有顯著的差異五、在本研究所納入的變項中，國語科成功的努力歸因最能解釋國小六年級學童國語科學業自我概念；數學科失敗的能力歸因最能夠解釋國小六年級學童數學科學業自我概念。六、國小六年級學童的國語科與數學科學業成績直接影響其學科學業自我概念；並經由學業成敗歸因間接影響該科的學業自我概念。國語科成績對數學科學業自我概念有負面的影響；數學科成績對國語科學業自我概念有負面的影響。根據研究結果提出建議，以供學校教育、教師學業輔導與後續研究的參考。

The main purposes of this study were: (1) to explore the differences among the different academic score groups' performances of the academic attributions and academic self-concepts in Mandarin and Mathematics; (2) to explore the differences between boys' and girls' performances of the academic attributions and academic self-concepts in Mandarin and Mathematics; (3)to explore the relationships among the academic scores, attributions and self-concepts in Mandarin and Mathematics; (4)to suggest some ideas for further studies and some opinions for academic consultation.The samples of this study were 815 sixth grade students randomly selected from ten public elementary schools in Taichung city. The researcher collected the samples' academic scores of mid-term exam in Mandarin and Mathematics, and to get the scores of academic attribution and academic self-concepts in Mandarin and Mathematics according to the ”Elementary students' academic attributions in Mandarin and Mathematics scale” and ”Elementary students' academic self-concepts in Mandarin and Mathematics scale”.According to data analysis, this study found the following results:1.In Mandarin and Mathematics, the effects of the academic scores on the academic attributions are different if the categories of attribution are different.2.In Mandarin and Mathematics, the students who get higher academic score have higher score of academic self-concept; who get lower academic score have lower score of academic self-concept. 3.The effects of the gender on the academic attributions in Mandarin and Mathematics are different if the category of attribution are different. 4.The girls have higher scores of academic self-concept in Mandarin than those of the boys; the boys have higher scores of academic self-concept of Mathematics than those of the girls. 5.The academic scores have significant direct effects upon the academic self-concepts in Mandarin and Mathematics. The effects of academic scores on academic self-concepts are indirect and mediated by academic attributions in Mandarin and Mathematics. The academic scores of Mandarin negatively affect the academic self-concept of Mathematics; the academic scores of Mathematics negatively affect the academic self-concept of Mandarin.