| 摘要: | 摘 要
本研究旨在探討高中學生之思考風格、教室目標結構、學習策略與數學學業成就情形之關係。採用問卷調查法，以中部地區903位高中學生為研究對象。施以「思考風格量表」、「教室目標結構量表」與「學習策略量表」。並以描述性統計、單因子多變量變異數分析、二因子變異數分析、皮爾森積差相關與逐步迴歸分析進行資料處理。最後，研究者根據文獻資料分析與主要研究結果發現，提供學校、教師、輔導人員與未來研究之參考意見。
本研究之結論如下：
一、性別在立法型、行政型、司法型、階層型、無政府型、整體型、
局部型、內在型、外在型與自由型思考風格上有顯著的差異；在
君主型、寡頭型、保守型思考風格上則無顯著差異。
二、不同年級在行政型、君主型、無政府型、局部型、自由型、保守
型思考風格上有顯著的差異；在立法型、司法型、階層型、寡頭
型、整體型、內在型、外在型思考風格上則無顯著差異。
三、不同性別、年級之高中學生在不同教室目標結構、學習策略運用
上沒有顯著的交互作用。
四、不同性別之高中學生在趨成表現教室目標結構、深層學習與淺層
學習上有顯著的差異；在精熟教室目標結構、逃避表現教室目標
結構與策略學習上沒有顯著的差異。
五、不同年級之高中學生在趨成表現教室目標結構與策略學習上有顯
著差異；在精熟教室目標結構、逃避表現教室目標結構、深層學
習與淺層學習上沒有顯著的差異。
六、高中學生不同的思考風格分別與不同的教室目標結構有顯著相
關。
七、高中學生不同的思考風格分別與不同的學習策略有顯著相關。
八、高中學生不同的教室目標結構與不同的學習策略有顯著相關。
九、高中學生的策略學習、趨成表現教室目標結構、淺層學習、內在
型思考風格、深層學習、外在型思考風格對數學學業成就有顯著
的預測力。
關鍵詞：思考風格、教室目標結構、學習策略。
The Relationships among Thinking Styles, Classroom Goal
Structure, Approaches to Studying and Achievement of
Senior High School Students
Shu-Ling Chang
Abstract
The main purposes of this study were to explore the relationships among variables of thinking styles, classroom goal structure, approaches to studying and academic achievement of senior high school students. The subjects of 903 senior high school students in central Taiwan completed a set of instruments used included “The Thinking Styles Inventory”, “The Classroom Goal structure Inventory”, and “The Approaches to Studying Inventory”. The statistical methods used to analyze the data were descriptive statistics, one-way MANOVA, two-way ANOVA, Pearson Product-moment Correlation, and Stepwise Multiple Regression. Finally, some suggestions for schools, teachers, counselors, and further study were made according to the findings.
A variety of analyses indicated that there were significant differences in legislative, executive, judicial, hierarchical, anarchic, global, local, internal, external, and liberal thinking styles based on gender level. Grade level were significant different in executive, monarchic, anarchic, local, liberal, and conservative thinking styles. There were no significant interaction effects in gender or grade level of senior high school students regarding classroom goal structure and approaches to studying. Performance-approach classroom goal structure, deep learning, and surface learning were affected significantly by gender; mastery, performance-avoid classroom goal structure, and strategic learning weren’t affected significantly by gender. Grade level has significant difference in performance-approach goal structure and strategic learning; mastery goal structure, performance-avoid goal structure, deep learning, and surface learning hasn’t. There were significant correlations between different thinking styles and different classroom goal structure, between different thinking styles and approaches to studying, and between different classroom goal structure and approaches to studying. Finally, senior high school students’ mathematics academic achievement can be predicted by strategic learning, performance-approach classroom goal structure, surface learning, internal thinking style, deep learning, and external thinking style.
Keywords: Thinking Styles, Classroom Goal Structure,
Approaches to Studying. |
