國中生學習心向、學習自我效能與學習適應之關係:以自我調整學習為中介變項之路徑模式分析

The Relationship of Learning Mindset, Learning Self-Efficacy, and Learning Adaptation Among Junior High School Students: Path Model Analysis of Using Self-Regulation as a Mediator

丁毓珊;葉玉珠
Yu-Shan Ting;Yu-Chu Yeh

Doi:10.6925/SCJ.202106_17(2).0003


所屬期刊: 第17卷第2期 主編:國立臺灣師範大學教育學系教授
周愚文
系統編號: vol065_03
主題: 測驗與評量
出版年份: 2021
作者: 丁毓珊;葉玉珠
作者(英文): Yu-Shan Ting;Yu-Chu Yeh
論文名稱: 國中生學習心向、學習自我效能與學習適應之關係:以自我調整學習為中介變項之路徑模式分析
論文名稱(英文): The Relationship of Learning Mindset, Learning Self-Efficacy, and Learning Adaptation Among Junior High School Students: Path Model Analysis of Using Self-Regulation as a Mediator
共同作者:
最高學歷:
校院名稱:
系所名稱:
語文別:
論文頁數: 35
中文關鍵字: 國中;成長心向;學習自我效能;自我調整學習;學習適應
英文關鍵字: junior high school;growth mindset;learning self-efficacy;self-regulated learning;learning adaptation
服務單位:
稿件字數: 19992
作者專長:
投稿日期: 2020/9/28
論文下載: pdf檔案icon
摘要(中文): 邇來,許多研究發現心向對學習的影響甚鉅,但臺灣目前未有研究探討國中生的「學習心向」如何與自我效能、自我調整學習互動後,影響其學習適應,是以本研究目的在驗證變項間的關係。為達此目的,首先發展適用於本研究的「學習自我效能量表」(Inventory of Learning Self-Efficiency, ILSE)、「自我調整學習量表」(Inventory of Self-Regulated Learning, ISRL)與「學習適應量表」(Inventory of Learning Adaptation, ILA)。本研究以預試231位國中生,進行量表的項目分析與探索性因素分析,並以正式施測331位國中生進行驗證性因素、信度分析,最後進行路徑模式驗證。結果發現:一、ILSE(含信心與恆毅力、目標與策略運用)、ISRL(含後設認知、資源尋求)及ILA(含人際互動與學習方法、專注與學習氛圍)具有良好的信效度。二、國中生普遍具高程度的學習成長心向、自我效能和學習適應表現,但低程度的固定學習心向。三、學習成長心向和學習自我效能會互動後透過自我調整學習的中介而間接影響學習適應,而學習固定心向則未有顯著影響效果。本研究發展之有效評量工具可提供後續研究使用;提出之模式亦可作為提升國中生學習適應之教學參考。
摘要(英文): Many studies have found that mindset has a great impact on learning. To date, no study has explored how “learning mindset” would interact with their learning self-efficacy and self-regulation, and then influence learning adaptation among junior high school students. To achieve this goal, we first developed the Inventory of Self-Regulated Learning (ISRL), the Inventory of Learning Adaptation (ILA), and the Inventory of Learning Self-Efficiency (ILSE). The pretest included 231 junior high school students for item analysis and exploratory factor analysis; the formal test used 331 junior high school students for confirmatory factor analysis, reliability analysis, criterion-related validity, and path model analysis. The findings of this study were as follows: (1) All developed inventories had good reliability and validity. ILSE consists of “confidence and grit” and “goal and strategies”; ISRL comprises “metacognition” and “resource seeking”; and ILA includes “interpersonal interaction and learning methods” and “concentration and learning atmosphere”. (2) The junior high school students had a high level of learning growth mindset, self-efficacy, and learning adaptation performance, but a low level of a fixed learning mindset. (3) The path model analysis revealed that junior school students’ growth learning mindset and learning self-efficacy interactively influenced their learning adaptation through self-regulation learning, whereas the fixed learning mindset had no such influences. The developed inventories provide further studies valid instruments, and the findings of the path model shed light on cultivating junior high school students’ learning adaptation.
參考文獻: 于彩霞(2017)。大學生成長型思維模式的培養探究。吉林工商學院學報,33(6),122-124。http://doi.org/10.19520/j.cnki.issn1674-3288.2017.06.027
毛晉平(2011)。大學生學習適應性與氣質性樂觀、目標定向、自我效能的關係。高等教育研究,32(4),77-80。
牛麗鳳(2008)。大學生學業自我效能感與學習適應性的關係(碩士論文,山東師範大學)。中國知網(CNKI)。https://cdmd.cnki.com.cn/Article/CDMD-10445-2009025340.htm
卡蘿.德威克(2017)。心態致勝:全新成功心理學(李芳齡譯)。天下文化。(原著出版於2007)
余民寧(2006)。潛在變項模式:SIMPLIS的應用。高等教育。
吳佳樺、楊旻婕(2017)。培育學生成長心態之教學策略。臺灣教育評論月刊,6(6),163-166。http://www.ater.org.tw/journal/article/6-6/free/23.pdf
吳俊憲、吳錦惠、許竣揚(2018)。輔導團體運用自我調整學習策略促進國中學生學習動機與希望感之行動研究。臺灣教育評論月刊,7(10),301-322。http://www.ater.org.tw/journal/article/7-10/monograph/01.pdf
李宸鎰(2018)。國中學生知覺教師資訊科技融入教學、教師正向態度與學生學習適應關係之研究(碩士論文,中原大學)。臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/jrjf38
林清文(2002)。自我調整課業學習模式在課業學習諮商的應用。彰化師大輔導學報,23,229-275。http://doi.org/10.7040/GJ.200206.0229
林清文(2003)。高中高職學生基礎學科自我調整課業學習策略研究。中華輔導學報,13,1-44。http://cjgc.guidance.org.tw/history_lists.php?action=list&show_hlm_no=1525511005&lang=ch
施躍健(2007)。中職生學習自我效能感及其與學習適應性的關係。中國學校衛生,28(6),515-516。
洪福源、黃德祥、邱紹一(2014)。台中市高中學生學習自我效能量表的測量與現況分析。教育經營與管理研究集刊,10,27-66。http://doi.org/10.6713/BEEM.201401_(10).0002
徐綺穗(2019)。自我調整學習與核心素養教學:以「自主行動」素養為例。課程與教學,22(1),101-119。http://doi.org/10.6384/CIQ.201901_22(1).0005
張乃懿(2005)。嘉義市高二學生多元智能與自我調整學習策略之相關研究(碩士論文,國立臺灣師範大學)。臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/vz64nt
張雅雯(2018)。焦點解決取向輔導活動在提升偏鄉國中學生學習適應之研究(碩士論文,國立嘉義大學)。臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/um9zgr
張楓明、譚子文(2012)。學業控制因素、學業自我效能及學業緊張因素與國中生初次作弊行為之關聯性分析。教育研究期刊,58(4),51-89。http://doi.org/10.3966/102887082012125804002
教育部(2014)。十二年國民基本教育課程綱要總綱。https://www.naer.edu.tw/upload/1/16/doc/288/十二年國教課程綱要總綱.pdf
梁茂森(1998)。國中生學習自我效能量表之編製。教育學刊,14,155-192。
陳正昌、程炳林、陳新豐、劉子鍵(2009)。多變量分析方法:統計軟體應用(第五版)。五南。
陳志恆、林清文(2008)。國中學生自我調整學習策略量表之編製及效度研究。輔導與諮商學報,30(2),1-36。http://doi.org/10.7040/JGC.200811.0001
陳宥慈(2016)。臺南市國中學生父母管教方式、學習適應與復原力之相關研究(碩士論文,國立臺南大學)。臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/yaxb9t
單麗敏(2017)。培養成長型思維。上海教育,14,28-30。
程炳林(2002a)。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。http://doi.org/10.6251/BEP.20010913
程炳林(2002b)。多重目標導向、動機問題與調整策略之交互作用。師大學報:教育類,47(1),39-58。http://doi.org/10.29882/JTNUE.200204.0003
馮淑梅(2019)。不同課室目標結構對國中生自我調整學習策略與逃避策略影響之研究(碩士論文,淡江大學)。臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/en84z4
黃文鋒、徐富明(2004)。大學生學習適應性與一般自我效能感:社會支持的關係。中國臨床心理學雜誌,4,369-370。
黃朝宏(2019)。淺談文化資本對新住民子女學習適應之關係。臺灣教育評論月刊,8(8),83-87。http://www.ater.org.tw/journal/article/8-8/free/04.pdf
黃誌良(2018)。成長型思維、學習動機與學習成效之關係─以台南市某國小六年級學生為例(碩士論文,南臺科技大學)。臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/sw38y2
楊致慧、林俊農、何聖欣(2014)。科技大學學生英文學習自我效能量表編製之初探。高雄應用科技大學學報,43,209-228。
趙呈領、吳丹丹、蔣志輝、疏鳳芳、李敏、張鳴(2019)。大學生學習適應性:源於網絡學習空間場域的追問。開放教育研究,2,78-86。
趙珮晴、余民寧(2012)。自律學習策略與自我效能、學習興趣、學業成就的相關研究。教育研究集刊,58(3),1-32。http://doi.org/10.3966/10288708201209001
劉曉陵、方優遊、金瑜(2019)。中小學生學習適應的調查研究─以上海H區為例。基礎教育,2,56-63。
蔡進雄(2018)。成長型思維模式的教育新趨勢。臺灣教育評論月刊,7(6),114-118。http://www.ater.org.tw/journal/article/7-6/free/09.pdf
機秀玲(2012)。學習適應之探討。教育研究論壇,3(2),141-155。http://doi.org/10.6480/FER.201206.0141
賴英娟、巫博瀚(2018)。國中生所知覺到的教師自主支持、自我效能及自主動機對學業情緒之影響。課程與教學,21(2),85-110。
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411-423. https://doi.org/10.1037/0033-2909.103.3.411
Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 113-125. https://doi.org/10.1006/jesp.2001.1491
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Brock, A., & Hundley, H. (2018). In other words: Phrases for growth mindset: A teacher’s guide to empowering students through effective praise and feedback. Ulysses Press.
Burnette, J. L., Hoyt, C. L., Russell, V. M., Lawson, B., Dweck, C. S., & Finkel, E. (2020). A growth mind-set intervention improves interest but not academic performance in the field of computer science. Social Psychological and Personality Science, 11(1), 107-116. https://doi.org/10.1177/1948550619841631
Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139(3), 655-701. https://doi.org/10.1037/a0029531
Burnette, J. L., Russell, M. V., Hoyt, C. L., Orvidas, K., & Widman, L. (2018). An online growth mindset intervention in a sample of rural adolescent girls. British Journal of Educational Psychology, 88(3), 428-445. https://doi.org/10.1111/bjep.12192
Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28(3), 425-474. https://doi.org/10.1007/s10648-015-9320-8
Dignath, C., & Buttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231-264. https://doi.org/10.1007/s11409-008-9029-x
Dignath, C., Buettner, G., & Langfeldt, H. P. (2008). How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101-129. https://doi.org/10.1016/j.edurev.2008.02.003
Dweck, C. S. (2007). Mindset: The new psychology of success. Ballantine Books.
Dweck, C. S. (2015). Carol Dweck revisits the ‘growth mindset’. Education Week, 35(5), 20-24.
Dweck, C. S. (2016, January 13). What having a “growth mindset” actually means. Harvard Business Review. https://hbr.org/2016/01/what-having-a-growth-mindset-actually-means
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. https://doi.org/10.1037/0033-295X.95.2.256
Elias, S. M., & MacDonald, S. (2007). Using past performance, proxy efficacy, and academic self-efficacy to predict college performance. Journal of Applied Social Psychology, 37(11), 2518-2531. https://doi.org/10.1111/j.1559-1816.2007.00268.x
Fontana, R. P., Milligan, C., Littlejohn, A., & Margaryan, A. (2015). Measuring self-regulated learning in the workplace. International Journal of Training and Development, 19(1), 32-52. https://doi.org/10.1111/ijtd.12046
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis. MacMillan.
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84. https://doi.org/10.1016/j.edurev.2015.11.002
Huang, X., Zhang, J., & Hudson, L. (2019). Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students: The gender moderating effect. European Journal of Psychology of Education, 34(3), 621-640. https://doi.org/10.1007/s10212-018-0403-z
Jansen, R. S., van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis. Educational Research Review, 28, 100292. https://doi.org/10.1016/j.edurev.2019.100292
Li, J., Ye, H., Tang, Y., Zhou, Z., & Hu, X. (2018). What are the effects of self-regulation phases and strategies for Chinese students? A meta-analysis of two decades research of the association between self-regulation and academic performance. Frontiers in Psychology, 9, 2434. https://doi.org/10.3389/fpsyg.2018.02434
MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. Routledge. https://doi.org/10.4324/9780203809556
Mrazek, A. J., Ihm, E. D., Molden, D. C., Mrazek, M. D., Zedelius, C. M., & Schooler, J. W. (2018). Expanding minds: Growth mindsets of self-regulation and the influences on effort and perseverance. Journal of Experimental Social Psychology, 79, 164-180. https://doi.org/10.1016/j.jesp.2018.07.003
Neel, C. G. O., & Fuligni, A. (2013). A longitudinal study of school belonging and academic motivation across high school. Child Development, 84(2), 678-692. https://doi.org/10.1111/j.1467-8624.2012.01862.x
Palazzolo, S. D. (2016). The relationship between mindset and self-efficacy in pre-service elementary teacher candidates teaching science, and its implications on science teaching [Unpublished master’s thesis]. University of Windsor.
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98. https://doi.org/10.1016/j.edurev.2017.08.004
Perreira, K. M., Fuligni, A., & Potochnick, S. (2010). Fitting in: The roles of social acceptance and discrimination in shaping the academic motivations of Latino youth in the U.S. southeast. Journal of Social Issues, 66(1), 131-153. https://doi.org/10.1111/j.1540-4560.2009.01637.x
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555. https://doi.org/10.1037/0022-0663.92.3.544
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. https://doi.org/10.1007/s10648-004-0006-x
Podsakoff, P. M., & Organ, D. W. (1986). Self-reports in organizational research: Problems and prospects. Journal of Management, 12(4), 531-544. https://doi.org/10.1177/014920638601200408
Potochnick, S. (2018). The academic adaptation of immigrant students with interrupted schooling. American Educational Research Journal, 55(4), 859-892. https://doi.org/10.3102/0002831218761026
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353-387. https://doi.org/10.1037/a0026838
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261-288. https://doi.org/10.1037/0033-2909.130.2.261
Saeid, N., & Eslaminejad, T. (2017). Relationship between student’s self-directed-learning readiness and academic self-efficacy and achievement motivation in students. International Education Studies, 10(1), 225-232. https://doi.org/10.5539/ies.v10n1p225
Sanders, S., Losinski, M., Parks Ennis, R., White, W., Teagarden, J., & Lane, J. (2019). A meta-analysis of self-regulated strategy development reading interventions to improve the reading comprehension of students with disabilities. Reading & Writing Quarterly, 35(4), 339-353. https://doi.org/10.1080/10573569.2018.1545616
Schunk, D. H., & Usher, E. L. (2011). Assessing self-efficacy for self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Handbook of self-regulation of learning and performance (pp. 282-297). Routledge.
Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7(4), 422-445. https://doi.org/10.1037/1082-989X.7.4.422
Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go. Psychological Bulletin, 137(3), 421-442. https://doi.org/10.1037/a0022777
Ting, Y. S. & Yeh, Y. (2020, October 30). Developing the inventory of intelligence mindset and learning mindset for junior high school students [Poster presentation]. 2020 Innovative 9 Teaching and Assessment Conference. Tainan, Southern Taiwan University of Science and Technology
Usher, E. L., & Pajares, F. (2008). Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement, 68(3), 443-463. https://doi.org/10.1177/0013164407308475
Watson, J. C., & Lenz, A. S. (2020). Development and evaluation of the inventory of new college student adjustment. Journal of College Student Retention: Research, Theory & Practice, 22(3), 425-440. https://doi.org/10.1177/1521025118759755
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314. https://doi.org/10.1080/00461520.2012.722805
Zappe, S. E., Cutler, S., & Litzinger, T. A. (2017). Teaching to promote a growth mindset. In 2017 IEEE frontiers in education conference (FIE) (pp. 1-2). IEEE. https://doi.org/10.1109/FIE.2017.8190685
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, M. Zeidner, & P. R. Pintrich (Eds.), Handbook of self-regulation (pp. 13-39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909