國中學生思考風格、人格特質與學業成就之研究

The Relationships among Thinking Styles, Personality Traits and Academic Achievement of Junior High School Students

林正源(Cheng-Yuan Lin) ； 黃德祥(Der-Hsiang Huang)

《教育科學期刊》 10卷1期 (2011/06) Pp. 55-80

https://doi.org/10.6388/JES.201106.0055

摘要

本研究旨在探討國中學生之思考風格、人格特質與學業成就之結構方程模式。本研究採用問卷調查法，以中部地區767位國中學生爲研究對象。經施以「思考風格量表」與「人格特質量表」，並以五個結構方程模式進行理論模式之驗證。本研究之主要發現如下：一、本研究所建構之人格特質、思考風格爲潛在外衍變項，學業成就爲潛在內衍變項之結構方程模式中，功能向度（含行政型、立法型、司法型）及傾向向度（含自由型與保守型）之思考風格模式其適配度獲得支持，並能有效解釋相關變項間的關聯性。二、「功能向度思考風格、人格特質與學業成就」模式中，人格特質由「外向性」、「開放性」、「友善性」及「謹慎性」四個觀察變項構成，思考風格由「立法型」、「行政型」及「司法型」三個觀察變項構成。三、「傾向向度思考風格、人格特質與學業成就」模式中，人格特質由「外向性」、「開放性」、「友善性」及「謹慎性」四個觀察變項構成，思考風格由「自由型」及「保守型」二個觀察變項構成，「人格特質」與「思考風格」有高度相關，人格特質對學業成就有直接效果，思考風格對學業成就則沒有顯著的影響。最後，研究者根據文獻資料分析與主要研究結果發現，對如何提升學生學業成就與後續研究提供各項建議。

關鍵字

思考風格 ； 人格特質 ； 學業成就

並列摘要

The main purpose of this study was to explore the relationships among variables of thinking styles, personality traits and academic achievement of junior high school students. The subjects of 767 junior high school students in central Taiwan completed a set of instruments used in the study including ”The Thinking Styles Inventory” and ”The Personality Traits Inventory”. The statistical method of Structural Equation Modeling (SEM) was used to analyze the data.The main findings are as follows:1. The theoretical model constructed in the study could explain the relationship among main variable tested by SEM.2. In the model of function thinking styles, personality traits and academic achievement, thinking style were composed of legislative, executive and judicial styles; and personality trait was composed of extraversion, openness, agreeableness and conscientiousness. There were significant interaction effects in thinking styles and personality traits.3. In the model of leaning thinking styles, personality traits and academic achievement, thinking style were composed of liberal and conservative styles; and personality trait was composed of extraversion, openness, agreeableness and conscientiousness. There were significant interaction effects in thinking styles and personality traits. There were direct effects of personality traits on academic achievement and no direct effects of thinking styles on academic achievement.Finally, some suggestions for schools, teachers, counselors, and further study were made according to the findings.

並列關鍵字

Personality Traits ； Thinking Styles ； Academic Achievement

參考文獻

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