無特殊學習類型學生學習適應與知覺之研究

A Study of the Learning Adaptations and Perceptions of Non-Particular-Learning-Style Students

張景媛(Ching-Yuan Chang)

《教育心理學報》 22期 (1989/05) Pp. 215-242

https://doi.org/10.6251/BEP.19890601.10

摘要

本研究的主要目的有四，一為探討無特殊學習類型學生的各項特質與其學習類型分數間的關係；二為比較無特殊學習類型學生的學習適應情形及其對敎師敎學行為的知覺與其他四種學習類型是否有差異存在；三是比较無特殊學習類型學生在不同的敎學類型下，學生的學習適應情形及其對敎師敎學行為的知覺；四為瞭解無特殊學習類型學生在學習適應理論模式上的適切性。本研究的受試來自臺北地區15所國中，40位敎師及638位國二學生。使用的研究工具有拓弄思語文創造思考測驗，藏圖測驗，田納西自我概念量表，學習與思考方式量表，處事方式問卷，學習適應量表及教學情境量表等。資料分析則採典型相關分析，單因子多變項變異數分析以及線性結構分析統計法加以分析。結果發現：1.無特殊學習類型學生的性别，認知方式、認知類型、創造力、自我概念與其學習類型分数間無典型相關存在。2.無特殊學習類型學生在學習適應及對教師敎學行為的知覺兩方面均和CS型學生有顯著差異存在，和其他類型學生則無差異存在。3.無特殊學習類型學生不論在那一種敎學類型下，其學習適應情形及其對教師敎學行為的知覺均無顯著差異存在。4.無特殊學習類型學生亦是透過「學習類型」以及學生「對敎師敎學行為的知覺」兩大潛在自變項影響其學習適應分數。

並列摘要

The purposes of this study were: (1) to explore the relationship among non-particular learning style, gender, lateralization, cognitive style, creativity, and self concept; (2) to compare the differences between the non-particular learning style and the four learning styles (CS, AR, AS, CR) and the different effects they have on learning adaptations and the perceptions of teachers' teaching behaviors; (3) to compare the scores on adaptations and perception of teachers' teaching behavior under different teaching styles for the students with non-particular learning style; (4) to verify the fitness of non-particular learning style on the students' learning adaptation model. The subjects were 40 teachers and 638 students drawn from 15 junior high schools in Taipei. All of them were tested using Torrance Test of Creative Thinking, Hidden Figure Test, Tennessee Self Concept Scale, Your Style of Learning and Thinking, Transactional Ability Inventory, Learning Adaptation Scale, and Teaching Situation Scale. The data were analyzed using canonical correlation analysis, MANOVA, and LISREL.
The findings were as follows: (1) Gender, lateralization, cognitive style, creativity, and self-concept did not have canonical correlation with nonparticular learning style. (2) There were significantly different effects between non-particular learning style and CS on learning adaptations and the perceptions of teachers' teaching behaviors. There was no difference between non-particular learning style and the other three learning styles (AR, AS, CR). (3) There was no difference on adaptations and perception of teachers' teaching behavior under different teaching styles for the students with non-particular learning style. (4) Learning adaptations of students employing the non-particular learning style were influenced by two latent variables: the students' learning styles and the perceptions of teachers' teaching behaviors.