大學生認知風格、動機與自我調整因素、后設認知與學業成績關係之研究

A Study of the Relationship between College Students' Academic Performance and Their Cognitive Style, Metacognition, Motivational and Self-Regulated Factors

張景媛(Ching-Yuan Chang)

《教育心理學報》 24期 (1991/06) Pp. 145-161

https://doi.org/10.6251/BEP.19910601.6

摘要

本研究目的有四：一為了解認知風格、動機與自我調整因素、學業成績與自我預測分數各因素間的關係；二為比較不同學業成績的學生，其認知風格和動機與自我調整因素上的差異；三為分析預測高分與預測低分學生在認知風格和動機與自我調整因素上的差異；四為探討預測正確與預測不正確學生在認知風格、動機與自我調整因素以及學業成績上的差異。本研究的受試來自師大130名學生，使用的工具有藏圖測驗、學習動機問卷以及學科測驗。資料分析採用皮爾遜積差相關、t考驗、單因子變異數分析、單因子多變項變異數分析以及Hotelling T^2統計法加以分析。結果發現：1．自我效能、內在價値、策略使用、自我調整和學業成績及自我預測分數間有相關存在，而認知風格和其他變項間無相關存在。2．學業成績高中低三組間，學生的認知風格分數無差異存在，但動機與自我調整因素有差異存在。3．預測高分與預測低分兩組間，學生認知風格分數無差異存在，但動機與自我調整因素有差異存在。4．預測正確組與預測不正確組間，學生的認知風格分數、動機與自我調整因素均無差異存在，但學業成績上有差異存在。

並列摘要

The purposes of this study were: (1) to understand the relationship between cognitive style, motivational and self-regulated factors, academic performance and predicted scores; (2) to compare the difference of cognitive style, motivational and self-regulated factors among the students with different academic performance; (3) to analyze the difference of cognitive style, motivational and self-regulated factors between two groups with high and low predicted scores; (4) to explore the difference of coinitive style, motivational and self-regulated factors, and academic performance between two groups with correctly and incorrectly predicted scores. The subjects were 130 students drawn from Normal Taiwan Normal University. All of them were administered by Hidden Figure Test, Learning Motivation Questionnaire, and Academic Test. The data were analyzed by product-moment correlation, t-test, one-way ANOVA, one-way MANOVA, and Hotelling T^2.
The findings were as follows: (1) Self-efficacy, internal value, strategy application, self-regulation and academic performance and correlation with predicted scores; whereas, cognitive style did not have correlation with the other variables. (2) There were no differences in cognitive style scores among students with high, medium, and low academic performance; whereas there were differences in motivational and self-regulated factors among them. (3) There were no differences in cognitive style scores between the two groups with high and low predicted scores; however, there were differences in motivational and self-regulated factors between them. (4) There were no differences in cognitive style scores, motivational and self-regulated factors between the guoups with correctly and incorrectly predicted scores; on the contrary, there were differences in academic performance between them.