國中生社會地位與合作學習對其英語科學業成就、社會焦慮、成就動機及歸因風格之影響

The effect of sociometric status and cooperative learning among junior high students on their English academic performance, social anxiety, achievement motivation and attribution

蘇郁嵐(Yu-Lan Su)

指導教授 ： 陳李綢教授

國立臺灣師範大學/教育學院/教育心理與輔導學系/碩士(2003年)

摘要

本研究旨在探討國中生社會地位與合作學習對其英語科學業成就、社會焦慮、成就動機及歸因風格之影響，主要目的有六項：（一）編製適合國中生使用的「英語科社會焦慮量表」、「英語科成就動機量表」和「英語科歸因風格問卷」。（二）探討進行英語教學時，不同社會地位的國中生參與合作和競爭二種不同情境學習，英語科學業成就、社會焦慮、成就動機、歸因風格以及其社會地位的改變情形。（三）探討合作與競爭英語科教學實驗歷程及質化分析。（四）探討國中生英語科「社會焦慮」、「成就動機」與「歸因風格」間的相關（五）探討性別在英語科「社會焦慮」、「成就動機」與「歸因風格」的差異性。（六）探討國中生學習英語的歸因風格。
本研究採用「4（社會地位）× 2（情境）獨立樣本二因子實驗設計」，以國中二年級學生為研究對象，分為合作與競爭二組，分別接受為期十二週的英語教學實驗；再以英語科學業成就、社會焦慮、成就動機、歸因風格和社會地位等為依變項施以前後測，進行二因子共變數分析及質性歷程分析。此外，取樣全省國中二年級學生1571名，以「英語科社會焦慮量表」、「英語科成就動機量表」和「英語科歸因風格問卷」為工具進行調查研究。結果分項概述如下：
一、編製國中學生適用之「英語科社會焦慮量表」、「英語科成就動機量表」與「英語科歸因風格問卷」，結果顯示信度與效度均佳，且建立男、女生百分等級常模。
二、教學實驗結果顯示合作組學生在英語科學業成就方面，實驗後測比實驗前測有明顯進步，且合作組在實驗後的英語學業成就明顯優於競爭組，合作組學生的社會焦慮感明顯低於競爭組。然而，二組學生的英語科成就動機、歸因風格及社會地位的改變並無顯著差異，且合作與競爭教學對學生的英語科學業成就、社會焦慮、成就動機及歸因風格之影響，不因其社會地位之不同而有所不同。
三、從合作與競爭英語教學實驗歷程及質化分析中發現：合作組學生在學習歷程中，自我覺察學習態度、努力程度和同儕社會地位改善等均優於競爭組，且能舉出提昇個人與小組成就表現的學習策略。再者，不論合作組或競爭組學生均具備後設認知、檢核自我學習歷程的能力。高成就者較能適應在競爭情境中學習；友誼社會地位較差的學生較難適應競爭情境學習。
四、國中學生的英語科社會焦慮、成就動機與歸因風格皆有顯著關連。英語科成就動機高者，負面評價焦慮感較高，社會情境焦慮感較低，傾向於做內在歸因；成就動機低者較傾向於做外在歸因。
五、男女生在英語科社會焦慮、成就動機和歸因風格上有差異。女生面對他人批評時的焦慮程度較男生高；男生面對社交情境的緊張焦慮較女生高。女生的「英語科成就動機」明顯高於男生；男生的「外在歸因」明顯高於女生。
六、高成就者較傾向於做「努力歸因」；反之，低成就者較傾向於做「能力歸因」、「心情歸因」與「工作難度歸因」。
本研究結果可提供教學上、輔導工作上與未來研究上參考。

關鍵字

社會地位 ； 合作學習 ； 英語科學業成就 ； 社會焦慮 ； 成就動機 ； 歸因風格

並列摘要

This research aims to study the effect of sociometric status and cooperative learning among junior high students on their English academic performance, social anxiety, achievement motivation and attribution. The six main purposes are as follows: 1. to design English social anxiety questionnaire, English achievement motivation questionnaire, and English attribution questionnaire that can be used on junior high students, 2. to study the changes in their English academic performances, social anxiety, achievement motivation, attribution and sociometric status, when junior high students of different sociometric statuses study English in the two different contexts categorized as cooperative learning and competitive learning, 3. to study the English teaching process and qualitative research in cooperative learning and competitive learning, 4. to study the relationship among English social anxiety, English achievement motivation and English attribution, 5. to study the sex differences in English social anxiety, achievement motivation and attribution, and 6. to study the status quo of English attribution among junior high students.
The study uses the method of “4 (sociometric statuses) × 2 (contexts) between-subjects two factors experiment design,” with the second graders of junior high students as the target of the study, who were put on the experiment for 12 weeks, in two different learning contexts, respectively cooperative learning and competitive learning. I conduct two way ANCOVA and qualitative research on such items as English academic performance, social anxiety, achievement motivation, attribution, and social status. Besides, I collected 1571 samples in Taiwan and surveyed them with English social anxiety questionnaire, English achievement motivation questionnaire, and English attribution questionnaire. The results are as follows:
1.The English social anxiety questionnaire, English achievement motivation questionnaire, and English attribution questionnaire designed for junior high students in the English subject show high reliability and validity, which allows the establishment of percentile norm of boys and girls.
2.After the English teaching experiment, students in the cooperative learning context show better academic performance than those in the competitive context, and they show much less social anxiety, too. However, the changes in their English achievement motivation, attribution and sociometric status aren’t significant. The influences of the two different learning contexts on the English academic performance, social anxiety, achievement motivation and attribution aren’t different because of students’ peer social status.
3.Students in the cooperative learning context show better self-aware learning attitude ,effort and sociometric status improvement than the students do in the competitive learning context, and they can also put forth study strategies that improve the performance of individuals and groups. Besides, Students both in the cooperative and the competitive contexts have the ability of meta-cognition and self-evaluation. Students with higher achievement are better adapted to learning in the competitive context, while those with lower social status find it harder to learn in the competitive context.
4.There are significant correlation between English social anxiety, achievement motivation and attribution. Students with higher English achievement motivation have higher negative evaluation anxiety and lower social context anxiety. Also, they are more likely to show “internal attribution,” while those with lower English achievement motivation are more likely to show “external attribution.”
5.Boys and girls has different English social anxiety, achievement motivation and attribution. Junior high girls show more anxiety than boys when facing criticisms. Boys, however, show more anxiety in the social context. Girls show much higher English achievement motivation than boys, and are more likely to show “successful internal attribution.” On the other hand, boys are more likely to show “external attribution.”
6.Those with higher achievement are more likely to show “effort attribution” . On the contrary, those with lower achievement are more likely to show “ability attribution,” “mood attribution,” and “task difficulty attribution”.
The research results put forth suggestions on teaching, counseling, and future study.

並列關鍵字

sociometric status ； cooperative learning ； English academic performance ； social anxiety ； achievement motivation ； attribution

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