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NCUEIR > College of Education > Graduate Institute of Education > Dissertations and Theses > Item 987654321/6613

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Title:	國中學生認知風格與學業成就之相關研究
Other Titles:	A Study on Cognitive Styles and Academic Achievement of Junior High Student
Authors:	郭鴻耀
Contributors:	黃德祥郭鴻耀 Hung-Yao kuo
Keywords:	認知風格;學業成就 Cognitive styles;Academic Achievement
Date:	2006
Issue Date:	2010-12-03
Description:	碩士教育研究所
Abstract:	摘要本研究旨在了解國中學生背景變項中之性別、出生序、父母親社經地位及認知風格的現況；探討不同背景變項之國中學生其認知風格及學業成就的差異情形；最後再探究不同認知風格之國中學生在學業成就的差異情形。本研究採網頁問卷線上調查法，以大甲鎮三所國中共1600名學生為研究對象。以魏麗敏教授所編之「基本資料及家庭社經地位調查表」和自編之網頁問卷「Riding之認知風格分析（CSA）中文版量表」為研究工具，以描述統計分析、卡方考驗、t考驗及單因子變異數分析等方法進行統計處理。本研究之主要發現如下：一、不同性別、出生序、父母親社經地位之國中學生其認知風格無顯著差異。二、不同學校之國中學生其認知風格有顯著差異。三、不同性別、出生序、父母親社經地位之國中學生其學業成就有顯著不同。四、不同認知風格之國中學生其學業成就無顯著差異。五、認知風格屬分析型圖像者之學科成就只在數學科排名第三；其餘在國文、英語、社會、自然、總分皆排名第一。本研究最後根據研究結果提出各項建議，以供家長、教師、學校、教育行政機關及未來研究之參考。關鍵詞：認知風格、學業成就 A Study on Cognitive Styles and Academic Achievement of Junior High Students Hung-Yao Kuo Abstract The purpose of this study was to explore the differences of variables on different backgrounds – gender, birth order and parents’ social-economic status, and cognitive styles of junior high school students; to analyze the differences between cognitive styles and the academic achievement of junior high school students in different backgrounds; and to examine the academic achievement differences based on different cognitive styles. This study was an on-line survey through website with a total of 1,600 students from three junior high schools in Da-jia, Taichung County. Questionnaires included two instruments: Elementary Data And Parents’ Social-Economic status Inventory and Riding’s Cognitive Styles Analysis Inventory(Chinese version). Descriptive statistics, Chi-square test, t-test, and one-way ANOVA were utilized. The conclusions of major findings were summarized as follows : 1. There was no significant difference between cognitive styles and different backgrounds– gender, birth order and parents’ social-economic status. 2. The differences between different school students and cognitive styles were significant. 3. The differences of students’ academic achievement and background variables（gender, birth order and parents’ social-economic ）were significant. 4. The differences of students’ academic achievement based on different cognitive styles were not significant. 5. Students with analytic imagery style ranked the third on the academic achievement in math. Futhermore the other subjects-Chinese, English, social studies, science, the analytic imagery style ranked the first on the academic achievement . Suggestions based on the findings are offered to the parents, the teachers, the junior high schools, and educational administrational agencies. Key words: Cognitive styles, Academic achievement
Appears in Collections:	[Graduate Institute of Education] Dissertations and Theses

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