經濟弱勢學生目標設定、認知負荷與學習意志力之研究：以台北市與新北市國小為例

A Study of Financially Disadvantaged Students' Goal Setting, Cognitive Load, and Volition in Learning: Cases from Elementary Schools in Taipei City and New Taipei City

黃儒傑(Ju-Chieh Huang)

《教育心理學報》 49卷3期 (2018/03) Pp. 391-411

https://doi.org/10.6251/BEP.201803_49(3).0003

摘要

本研究實施問卷調查，以瞭解經濟弱勢學生在目標設定、認知負荷與學習意志力的現況及其與非經濟弱勢者的差異，並探討目標設定與認知負荷對學習意志力的關係。本研究依各區分層取樣，回收問卷經濟弱勢學生208 份及非經濟弱勢學生1965 份。研究發現一些重要結論，首先，經濟弱勢學生在目標接受與目標承諾層面，呈現較低的目標設定。其次，經濟弱勢學生在心智負荷與時間負荷層面，具有較高的認知負荷。第三，經濟弱勢學生在意識注意控制與內隱注意控制層面，顯現較低的學習意志力。最後，目標設定與認知負荷，對學習意志力具顯著影響，且目標設定還會經由認知負荷間接影響學習意志力。

關鍵字

目標設定 ； 經濟弱勢學生 ； 認知負荷 ； 學習意志力

並列摘要

This study used questionnaires to analyze the differences of goal setting, cognitive load, and volition in learning between financially disadvantaged students and non- financially disadvantaged students. The goal was to investigate the relationships among goal setting, cognitive load, and volition in learning. 208 questionnaires from financially disadvantaged students and 1965 questionnaires from non-financially disadvantaged students were collected. Several important results were found. First, financially disadvantaged students showed lower goal setting than non-financially disadvantaged students. Second, financially disadvantaged students showed significantly higher mental load and time load than non-financially disadvantaged students. Third, financially disadvantaged students' volition in learning was significantly lower than non-financially disadvantaged students. Finally, students' goal setting and cognitive load had significant effect on their volition in learning.

並列關鍵字

Cognitive load ； Economically disadvantaged students ； Goal setting ； Volition in learning

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