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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6581

Title: 國中學生自我效能、集體效能與學業成就之相關研究
Other Titles: The Relationships among Self-Efficacy, Collective Efficacy, and Academic Performance of Middle School Students
Authors: 何麗君
Contributors: 黃德祥
何麗君
Li-Chun Ho
Keywords: 自我效能;集體效能;學業成就
Self-Efficacy;Collective Efficacy;Academic Performance
Date: 2005
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 本研究之主要目的在探討國中學生不同背景變項在自我效能、集體效能間的差異情形;分析國中學生自我效能、班級集體效能與學業成就的相關情形;探討自我效能與集體效能對學業成就之預測作用;最後建構一個由學生自我效能、集體效能、學業成就等各變項形成之路徑圖,並以實證性資料驗證其適配情形。
本研究採問卷調查法,以中部地區四縣市(台中市、台中縣、彰化縣、南投縣)公立國中共1,509人為研究對象,以自編之「自我效能量表」、「集體效能量表」為研究工具,並以描述統計、t檢定、單因子變異數、積差相關分析、多元迴歸分析,與逐步迴歸分析等方法進行統計處理。
本研究之主要發現如下:
一、不同背景變項的學生在自我效能上有顯著差異。
二、不同年級、縣市、用功程度與學業水準的學生在集體效能上有顯著差異。
三、多元迴歸分析結果顯示:學生之自我效能對學業成就具有顯著的預測作用。自我效能導向各因素中,「堅持努力」、「言語說服」、「情緒激發」、「樂意學習」可以正向預測數學成績;「目標達成」可負向預測數學成績;「堅持努力」、「情緒激發」、「目標達成」,可以正向預測英語成績。
四、多元迴歸分析結果顯示:學生之集體效能對學業成就具有顯著的預測作用。四種集體效能因素中「堅持努力」、「團隊合作」可以正向預測數學與英語成績,「目標達成」負向預測數學與英語成績。
五、國中學生之自我效能與集體效能之間具有顯著正相關。
六、自我效能與集體效能對學業成就具有顯著預測力。
本研究最後根據研究結果提出各項建議,以供學生、家長與教育實務工作者,以及未來研究之參考。
The main purposes of this study were to explore the relationships among self-efficacy, collective efficacy, and academic performance of middle school students.
A total of 1,509 students, randomly selected from public middle schools in central Taiwan, responded to a set of instruments including Self-Efficacy Scale and Collective Efficacy Scale. The statistics methods used to analyze the data were descriptive statistics, t-test, one-way ANOVA, product-moment correlation, multiple-regression analysis,and stepwise regression analysis.
The main findings of the study were summarized as follows:
1. There were significant differences in students’ self-efficacy concerning all background variables.
2. There were significant difference in students’ collective efficacy with respect to grade, county, studious level, and achievement level.
3. According to the outcome of multiple regression analysis, students’ self-efficacy could predict their academic performance.
4. According to the outcome of multiple regression analysis, students’ collective efficacy could predict their academic performance.
5. There were significant correlations between self-efficacy and collective efficacy.
6. Based on the result of stepwise regression analysis, self-efficacy and collective efficacy were significant predicators for students’ academic performance.
Finally, some suggestions for students, parents, teachers, and future researcher were proposed according to the results.

Keywords: Self-Efficacy; Collective Efficacy; Academic Performance.
Appears in Collections:[教育研究所] 博碩士論文

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