課室學習專注力之研究－量表發展與分析應用

The Development and Application of the Concentration Questionnaire in Science Classroom

林玉雯(Yu-Wen Lin) ； 黃台珠(Tai-Chu Huang) ； 劉嘉茹(Chia-Ju Liu)

《科學教育學刊》 18卷2期 (2010/04) Pp. 107-129

https://doi.org/10.6173/CJSE.2010.1802.02

摘要

本研究旨在發展課室學習環境中評量學生學習專注力的量表，進而驗證和瞭解其內涵，以供課室教學之應用，問卷編製分三階段進行：一為發展階段，係提取認知心理學注意力理論，蒐集師生訪談資料，以建構面向及題項。二為信效度驗證階段，選擇某醫專共253位學生測試，以結構方程模式進行適配度評鑑。三為應用階段，針對特殊個案晤談。研究發現：(1)因素分析驗證該量表的建構效度，結果大致符合原先量表所設計之六個構念：包括專注力之強度、選擇、容量、持續、意識狀態和移動。(2)Cronbach'sα係數皆在.75以上，表示量表內部一致性良好。驗證性因素分析顯示量表理論模式和觀察資料大致適配。(3)質性分析發現，專注力模式六個構念分別可外推獲得對應的外在關鍵影響因素。

關鍵字

專注力量表 ； 結構方程模式 ； 專注力模式

並列摘要

The purpose of this research was to develop a ”Concentration Questionnaire” that measured students' concentration in the classroom. The questionnaire was developed based on attention theory from cognitive psychology and from interviewing teachers and students. The questionnaire was then administered to 253 tenth-grade students. These students were recruited from the researcher's education classes. The results showed that: (1) there were 6 factors extracted through factor analysis during the establishment of construct validity: Concentration Capacity, Consciousness, Selectivity, Movement, Duration and Intensivity. (2) For each factor, the Cronbach α exceeded .75, a structural equation model (SEM) showed that the theoretical model fit the observed data well, which indicated that this questionnaire had high consistency and reliability (3) In addition, the results indicated that each factor can also be affected by its critical external factor.

並列關鍵字

Concentration Questionnaire ； Structural Equation Modeling SEM ； Concentration Model

參考文獻

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