行動控制教學課程之教學效果研究

The Effects of Action Control Training Course

程炳林(Biing-Lin Cherng) ； 林清山(Chen-Shan Lin)

《教育心理學報》 31卷2期 (2000/02) Pp. 1-21

https://doi.org/10.6251/BEP.19991113

摘要

本研究的目的在考驗由研究者所設計的「行動控制教學課程」對低行動控制、低學習適應國中生之效果。受試者來自中部地區三所國中共60人，實驗採2（實驗組、控制組）×3（前測、後測、延後測）受試者間、受試者內混合設計。使用的工具包括行動導向量表、行動控制策略量表、情意反應量表、教師評定量表、行動控制教學課程的教師手冊與學生手冊等。所蒐集的資料以二因子混合設計變異數分析進行考驗。研究結果顯示：接受行動控制教學課程的實驗組受試經過七週的教學後，在行動導向（決定、失敗、表現）、行動控制策略（認知控制、情境控制、他人控制）、情意反應（價值、期望）、學習適應等變項的後測上顯著優於控制組受試，而且在教學結束後六週所進行的延後測上，實驗組仍然顯著優於控制組，但是在情意控制與負向情感兩個變項上並無顯著差異。

關鍵字

行動導向 ； 行動控制策略 ； 情意反應 ； 學習適應 ； 行動控制教學

並列摘要

The purpose of this study was to evaluate the effects of ”Action Control Training Course” proposed by the authors. Participants were 60 students (male 32, female 28) with low action control and low learning adaptation from three junior high schools in Taiwan middle area. A 2 (groups) × 3 (stages) mixed experimental design was used. The instruments used in this study included: Action Orientation Inventory, Action Control Strategies Inventory, Affective Response Inventory, Teacher Rating Scale, and Teacher's and Student's Manual of Action Control Training Course. The results showed that the experimental group performed better than control group in action orientation (hesitation, preoccupation, volatility), action control strategies (cognitive control, environmental control, others control), affect responses (task value, expectancy for success), and learning adaptation on both the post-test and delayed test, but the experimental group and control group did not found significant differences in affect control and negative affect response on both the post-test and delayed test.

並列關鍵字

action orientation ； action control strategies ； affect response ； learning adaptation ； action control training course

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