國中生數學學習歷程統整模式之研究

The Verification of an Integrative Model of Mathematical Learning Process

張景媛(Ching-Yauan Chang)

《教育心理學報》 27期 (1994/06) Pp. 141-174

https://doi.org/10.6251/BEP.19940601.6

摘要

本研究主要目的是以模式考驗的方式驗證本研究所提的「國中生數學學習歷程統整模式」。受試是國中二年級80名學生。研究工具包括：後設認知量表、動機信念量表、數學測驗卷、以及數學解題歷程評量表四種。研究所得的資料以線性結構分析統計法來加以分析。結果發現：所得的觀察資料和理論模式適配尚稱良好。也就是說，潛在自變項「後設認知」有可能影響潛在依變項「動機信念」和「數學解題歷程」，而且「動機信念」和「數學解題歷程」亦有關係存在。

關鍵字

後設認知 ； 動機信念 ； 數學解題歷程

並列摘要

The Purposes of the study was to verify ”the integrative Model of Mathematical Learning Process for Junior High School Students”. The subjects contained 80 eighth-grade students. The research instruments administered were ”Metacognition Inventory”, ”Motivational Belief Inventory”, ”mathematics Tests”, and ”Mathematical Problem-solving Process Inventory”, and the data was analyzed by LISREL. The results indicated that the observed data fitted the aforementioned theoretical model well. This means that the latent independent variable, ”metacognition”, may influence the two latent dependent variables, ”motivational belief” and ”mathematics word problem solving process”, and in turn, the variable ”motivational belief” may further influence the variable ”mathematics word problem solving process”.

並列關鍵字

metacognition ； motivational belief ； mathematics word problem solving process