| 摘要: | 本研究旨在探討國中學生之人格特質、思考風格與學業成就之相 關與組別差異。本研究採用問卷調查法，以中部地區767位國中學生為研究對象。經施以「人格特質量表」與「思考風格量表」，並以描述性統計、單因子變異數分析、二因子變異數分析、皮爾森積差相關與逐步迴歸分析、結構方程模式進行資料處理。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建議。
本研究之主要發現如下：
一、不同性別之國中學生的思考風格，在「行政型」、「司法型」、「整體型」、「君主型」、「階層型」及「外在型」上有顯著差異存在；在「立法型」、「局部型」、「自由型」、「保守型」、「寡頭型」、「無政府型」及「內在型」上，則沒有顯著的差異存在。
二、不同年級之國中學生的思考風格在「立法型」、「局部型」、「階層型」與「內在型」有顯著的差異；在「行政型」、「司法型」、「整體型」、「自由型」、「保守型」、「君主型」、「寡頭型」、「無政府型」與「外在型」沒有顯著的差異。
三、不同性別、年級之國中學生在不同人格特質與思考風格上沒有顯著的交互作用。
四、國中學生的「開放性人格特質」、「司法型思考風格」、「外向性人格特質」、「君主型思考風格」、「謹慎性人格特質」、「整體型思考風格」、「無政府型思考風格」、「立法型思考風格」、「行政型思考風格」、「寡頭型思考風格」對學業成就有顯著的預測力。
五、本研究建構出之人格特質、思考風格為潛在外衍變項，學業成就為潛在內衍變項之結構方程模式中，只有功能及傾向向度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。
The main purposes of this study were to explore the relationships among variables of peasonality traits, thinking styles 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 included “The Personality Traits Inventory”and ”The Thinking Styles Inventory”. The statistical methods used to analyze the data were descriptive statistics, one-way ANOVA, two-way ANOVA, Pearson Product-moment Correlation, Stepwise Multiple Regression and Structural Equation Modeling.
The main finding wereas follows:
1.There were significant differences in executive, judicial, global, monarchic, hierarchic and external of thinking styles based on gender level, and no significant differences in legislative, local, liberal, conservative, oligarchic, anarchic and internal.
2.There were significant differences in legislative, local, hierarchic and internal of thinking styles based on grade level, and no significant differences in executive, judicial, global, liberal, conservative, monarchic, oligarchic, anarchic and external.
3.There were no significant interaction effects in gender or grade level of junior high school students regarding personality traits and thinking styles.
4.Junior high school students’academic achievement could be predicted by openness personality, judicial thinking style, extraversion personality, monarchic thinking style, conscientiousness personality, global, anarchic, legislative, executive and oligarchic thinking style.
5.The theoretical model constructed in the study could explain the relationship among main variable tested by AMOS.
Finally, some suggestions for schools, teachers, counselors, and further study were made according to the findings. |
