期刊專區/ Periodical Section

網路學習之知識信念與學習成效的關係：以後設認知為中介效果之分析

The Metacognition of Internet-Based Learning as a Mediated-Effects Analysis of the Relationships among the Epistemological Beliefs, and Academic Performance in College Students

所屬期刊：	第11卷第4期 「測驗與評量」 主編：國立政治大學教育學系特聘教授 余民寧
系統編號：	vol043_02
主題：	測驗與評量
出版年份：	2015
作者：	劉佩雲;陳柏霖
作者(英文)：	Pei-Yun Liu;Po-Lin Chen
論文名稱：	網路學習之知識信念與學習成效的關係：以後設認知為中介效果之分析
論文名稱(英文)：	The Metacognition of Internet-Based Learning as a Mediated-Effects Analysis of the Relationships among the Epistemological Beliefs, and Academic Performance in College Students
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：
論文頁數：	26
中文關鍵字：	學習成效;網路學習;知識信念;後設認知
英文關鍵字：	academic performance;internet-based learning;epistemological beliefs;metacognition
服務單位：	國立東華大學課程設計與潛能開發學系教授;玄奘大學應用心理學系助理教授
稿件字數：	16138
作者專長：	教育心理、學習心理、創造力、閱讀
投稿日期：	2015/7/23
論文下載：
摘要(中文)：	在網路學習時，學習者所持的知識信念會影響後設認知與學習成效，本研究主要目的在探討網路學習時，後設認知是否為個人知識信念與心理學學習成效之間的中介變項。研究採問卷調查形式，以 902 位大學生為對象，採用自編「網路知識信念量表」、「網路後設認知量表」及「學習成效量表」為工具。經皮爾森積差相關與結構方程式模型，得出研究結果如下：一、網路學習時，大學生的不成熟知識信念與後設認知間呈現負相關，而後設認知與學習成效間則是正向關係；二、大學生進行心理學網路學習時，其後設認知扮演知識信念與學習成效間之中介角色。本研究根據資料分析結果進行討論，並對高等教育與未來研究提出建議。
摘要(英文)：	This study aims to understand the situation of metacognitive strategies use and academic performance of internet-based when college students engage in internet-based learning, then explore the relationships among epistemological beliefs, metacognitive strategies of internet-based learning and academic performances in psychology. This study adopts questionnaire survey where the samples are collected from 902 college students. The questionnaires of epistemological beliefs, metacognitive strategies of internet-based learning and academic performances in psychology are taken to be implemented. The data are analyzed by Pearsons correlation, and structural equation modeling. Based on data analysis, results are shown as follows: The resulting empirical data can be adapted to the constructed model and support the hypothesis. When college students take online learning, the less sophisticated epistemological beliefs negatively correlate with metacognition. The metacognition of internet-based learning positively correlates between academic performances. The “metacognition of internet-based learning” plays mediator role for “epistemological beliefs “to “academic performance”. According to the above conclusions, some suggestions are proposed for higher education institutions and future studies.
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