國中數學科高智商低成就學生學習行為構型之研究

The Research for the Learning Behavior Profiles of Underachievers in Math in Junior High School

陳嘉成(Chia-Cheng Chen)

《測驗學刊》 51卷1期 (2004/06) Pp. 1-27

https://doi.org/10.7108/PT.200406.0001

摘要

本研究的主要目的是以組型變項來探討，國中數學科高智商低成就學生的學習行為構型，以作為未來制訂學習輔導計畫的基礎．以1048位國中學生為研究對象，其中數學低成就學生為80名．研究結果顯示：
（一）即使在寬鬆的低成就定義下，本研究發現的低成就學生比例亦只佔7.6%，與過去文獻的估計相差甚遠。
（二）本研究比較了根據理論判別與受試班級數學教師，對其班上低成就學生主觀判斷的差異。結果顯示：13個班級中有6位教師的判斷，研究的分析結果完全不相符，其他7個班級數學教師的答對率則由.20到.57。
（三）影響高智商學生是否成為低成就學生的關鍵因素，是在於數學能力知覺與測試焦慮。
（四）高智商低成就與低智高低成就組的學生，在學習組型變項上並無差異存在。（五）80位低成就學生雖然可採用集群分析再區分為三組，但是此三組在組型變項上是呈現有次序的線性遞減；換句話說，在數學低成就學生當中目前並沒有其他亞型存在。

關鍵字

能力知覺 ； 測試焦慮 ； 學習行為組型 ； 成就目標 ； 低成就

並列摘要

The purpose of this study is to investigate the profiles of Mathematical underachievers in junior high school by comparing the pattern of variables and to build the foundation for coming remedial education. A sample with 1,048 students from a junior high school is analyzed and among those students, 80 are underachieved. The conclusions I have in this research are listed as follows,
(A) The proportion of underachievers is 7.6% which is pretty different from the existing literatures.
(B) The average of hit ratio of underachievers admitted by Math. Teachers in 13 classes is ranged from 20% to 57%. 6 out of 13 classes is with 0% of hit ratio which does not distinguish between the normal students and the gifted underachievers.
(C) The most important factors to differentiate between high IQ/underachievers and high IQ/normal achievers are perceived Math competence and test anxiety.
(D) There is no difference between high IQ/underachievers and low IQ/underachievers.
(E) Among 80 underachievers, there are 3 clusters and they appear declined linearly within pattern variables. It means that there are no other categories in underachievers

並列關鍵字

perceived competence ； test anxiety ； learning behavior pattern ； achievement goal ； underachievement

參考文獻

Ames, C.(1992).Classroom: Goals, structures, and student motivation.Journal of Educational Psychology.84(3)

Button, S. B.,Mathieu, J. E.,Zajac, D. M.(1996).Goal orientation in organizational research: An conceptual and empirical foundation.Organizational and Human Decision Process.67

Carver, C. S.,Scheier, M. F.(2000).Handbook of Self-Regulation.

Covington, M. V(1984).The self-worthy theory of achievement motivation: Finding and implication.The Elementary School Journal.85(1)

Covington, M. V.(2000).Goal theory, motivation, and school achievement: An integrative view.Annual Review of Psychology.51