Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/137708


Title: 基於 Meta視角的執行功能、互動支持、幼兒學習方式與學業成就關係研究
A Study of the Relationship Among Executive Function, Interactive Support, Young Children's Approaches to Learning and Academic Achievement using Meta-analysis
Authors: 龔泉
GONG, Quan
Contributors: 吳政達
郭昭佑

Wu, Cheng-Ta
Guo, Chao-Yu

龔泉
GONG, Quan
Keywords: 執行功能
互動支持
學習方式
學業成就
Executive function
Interactive support
Approaches to learning
Academic achievement
Date: 2021
Issue Date: 2021-11-01 12:10:43 (UTC+8)
Abstract: 基於近年來教育研究與實踐對幼兒學習方式的關注,本研究以文獻回顧的方式探析幼兒學習方式相關研究,發現很多研究探討與之相關的影響因素及其作用變項,但關注的變項不同、作用程度也各異,具有後設研究的必要性。因而以幼兒階段的「執行功能」、「互動支持」、「學習方式」、「學習方式」作為關鍵詞分步蒐集相關之期刊論文。在篩選階段考量文獻主題之相關性、研究方法之匹配性、數據資料之完整性與科學性,透過研究者自訂的文獻分類編碼規則,共採納105篇相關研究,採後設分析方法計量文獻整合數據,探究這四個變項之關聯性,以得出相關研究之全貌。在分析階段採用結構方程分析與後設分析相結合的研究方法,基於後設視角建立結構方程模型Meta-SEM,探索並驗證執行功能、互動支持、幼兒學習方式與學業成就變項之間的關係,進行異質性檢驗、同質性檢驗、出版偏誤等測量檢驗,並開展路徑分析、調節因素分析,獲得以下結論:
一、幼兒執行功能對學習方式、學業成就變項存在正向顯著相關,並在互動支持與學習方式、互動支持與學業成就間具有中介作用。
二、互動支持對幼兒執行功能、學習方式、學業成就變項存在正向相關。
三、幼兒學習方式對學業成就變項存在直接的正向顯著相關,並在執行功能、互動支持與學業成就之間具有中介作用。
四、執行功能、互動支持、幼兒學習方式、學業成就變項間關係為多重中介模型。
五、執行功能、互動支持、幼兒學習方式、學業成就變項間關係受樣本年齡、來源國家、測量方式等調節因素影響,但大多不顯著。
Based on the concern of educational researches and practices to young children's approaches to learning in recent years, this study analyzes the related researches on young children's approaches to learning by literature review, and looks back of the related influencing factors and its influencing variables. The keywords of "executive function", "interactive support" and "approaches to learning" of young children are taken into account for the collection of relevant journal papers in the present study. This study considers the relevance of literature topics, the matching of research methods, and the integrity and scientificity of data as classification rules. Through self-defined literature classification and coding rules, a total of 105 related studies are adopted to the analysis. The meta-analysis method is used to measure the data, and to explore the relationship between executive function, interactive support, young children's approaches to learning and academic achievement variables, and to get the whole picture of the related researches of these variables in this way.
In this study, structural equation modeling analysis and meta-analysis are both used to establish the structural equation model. This study adopts structural equation modeling analysis to explore and verify the relationship between variables of executive function, interactive support, young children's approaches to learning and academic achievement, measurement tests such as heterogeneity test, homogeneity test, publication bias test, path analysis and moderating factor analysis are carries out.
The major results are as follows:
1. Children's executive function has a significant positive correlation with approaches to learning and academic achievement variables, and has a mediating role between interactive support and children's approaches to learning, interactive support and academic achievement.
2. Interactive support has positive correlation with children's executive function, approaches to learning and academic achievement.
3. Children's approaches to learning has a direct and significant positive correlation with the academic achievement, and has a mediating effect on executive function, interactive support and academic achievement.
4. The relationship between executive function, interactive support, approaches to learning and academic achievement is a multi-mediating model.
5. The relationship between executive function, interactive support, children's approaches to learning and academic achievement is affected by the age, country and measurement method of samples, but most of them are not significant.
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Description: 博士
國立政治大學
教育學系
107152519
Source URI: http://thesis.lib.nccu.edu.tw/record/#G0107152519
Data Type: thesis
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