高中生閱讀兩難故事的工作記憶因果推論歷程研究

Abstract

本研究目的有四：(1)瞭解國中男女生在情緒適應上的差異；(2)分析國中三個年級學生在情緒適應上的差異；(3)研究國中生的情緒、後設認知、學習動機間的關係；(4)探討國中生在不同情緒狀態下，其後設認知與學習動機上的差異；(5)深入瞭解國中生在情緒適應上的困擾問題。本研究以台北地區三所國中一、二、三年級男女學生為受試，共有男生487人，女生478人。研究工具包括國中學生語句完成測驗、後設認知量表、學習動機量表等。本研究除了進行量的分析外，尚進行語句分析，以瞭解國中生情緒適應困難的原因。研究結果發現：(1)女生的負向情緒得分高於男生；(2)一、二年級學生的正、負向情緒都高於三年級學生；(3)國中生的負向情緒與其後設認知與學習動機有負相關存在；(4)負向情緒高的學生其後設認知與學習動機較負向情緒低的學生得分低；(5)國中生的情緒困擾可分為家庭、學校、師生、同儕、個人、社會等六方面來加以探討。本研究針對研究結果，提出七項建議：(1)重視男女生在青少年階段不同的困擾問題；(2)國中採取雙導師制；(3)加強國小與國中輔導工作的銜接；(4)推動情緒教育課程；(5)加強學生後設認知能力與學習動機；(6)增進國中小教師的教學能力；(7)進行親職教育推廣工作。

The purpose of this paper was to investigate processes of causal inferences that senior high school students made in reading dilemma narratives. The processes included two parts, on-line and off-line. This study investigated inferences of distant factors for antecedent causal alternatives in texts, based on different concepts of automatic global and local inferences during texts reading between constructionist (Graesser, singer & Trabasso, 1994) and minimalist (McKoon & Ratcliff, 1992). The subjects of the study were 156 senior high school students. They were tested by verbal protocal, cause-decision test, and priming experi-ment. The main methods and results of the study were as follows： 1. A 3(Target Items)x2(Ways of Text Presentation) mixed design was adopted in priming experiment, and ANOVA was used to analyze the data. The results were consistent with the golbal-coherence prediction of constructionist. 2. Chi-square statistic was used to test the results of the cause-deci-sion test. After reading the dilemma narratives, subjects tended to choose more adjacent causal antecedents. And in recaling, they tended to make the easy-available choices, varying with ways of text presentation.