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題名 母親的兒童學習信念及與其兒童學業成就相關之探討
作者 黃幸美
貢獻者 林美珍
Lin, Mei-Jen
黃幸美
日期 1992
上傳時間 2016-05-11
摘要 壹.研究目的：
     本研究旨在探討母親在兒童學習上所持的成就目標信念及其與兒童學業成就之相關，主要的目的為下列五項：
     一.應用國外學者對成就目標信念的理論，探討國小兒童的母親對學習的成就目標信念型式。
     二.探討母親的教育程度、家庭社經地位、兒童性別、就讀的年級等與母親成目標信念的關係。
     三.探討母親不同的成目標信念，對兒童在學校學習成功的認知、作業性質的偏好、對學習成就的歸因、對兒童學習表現的期望、對兒童能力、努力、學習表現上的評量之差異情形。
     四.探討母親不同的成就目標信念，對不同年級兒童學業成就的影響。
     五.根據研究結果提出建議，作為父母親進行親職教育之參考。
     貳.研究的抽樣、工具及資料處理方式：
     一.本研究以台北市公立國民小學一～六年級學童母親為研究對象，於台北市東、西、南、北、中國各抽取一所公立小學，總計抽取900位學童母親，有效樣本為799人。
     二.本研究使用問卷調查法，使用的工具為「母親對兒童學習信念問卷」，包括三部分，分別為：個人基本資料調查表、成就目標信念問卷（精熟目標導向量表與表現目標導向量表）、學習信念問卷。
     三.本研究所使用的統計方法有：簡單百分比、x2考驗、單變量變異數分析、多變量共變數分析。
     參.研究結果：
     一.母親對兒童學習所持的成就目標信念，可以區分為四種，就人數分布的多寡，依序為：「高精熟低表現」、「低精熟高表現」、「低精熟低表現」、「高精熟高表現」信念型式。
     二.母親本人的教育程度不同，其在不同的成就目標信念上，沒有顯著差異。
     三.家庭社經地位的不同，母親在成就目標信念上，沒有顯著差異。
     四.兒童的性別不同，母親在成目標信念上，沒有顯著差異。
     五.兒童就讀的年級不同，母親在成就目標信念上，呈顯著差異。
     1.在「高精熟低表現」信念組，高年級兒童母親人數百分比高於低年級學童母親。
     2.在「高精熟高表現」信念組，高年級兒童母親人數百分比低於低、中年級學童母親。
     3.在「低精熟高表現」、「低精熟低表現」信念組，則低、中、高年級兒童母親人數百分比無顯著差異。
     六..........母親的成就目標信念不同，其對兒童在學校成功的認知，呈顯著差異。
     1.低、中、高年級母親為「高精熟高表現」與「低精熟高表現」信念組者，較重視獲得好成績或好名次。
     2.低、中、高年級母親為「高精熟低表現」與「低精熟低表現」信念組者，較重視守規矩與他人相處得好、努力用功。
     七.母親的成就目標信念不同，其對兒童學習表現上的歸因，呈顯著差異。
     1.低、中、高年級母親為「高精熟高表現」與「低精熟高表現」信念組者，較重視能力因素。
     2.低、中、高年級母親為「高精熟低表現」與「低精熟低表現」信念組者，較重視努力因素。
     3.低、中、高年級母親，在教師的教學品質及課程難易因素上的重視程度，無顯著差異。
     八.母親的成就目標信念不同，對作業性質的偏好，呈顯著差異。
     1.低、中、高年級母親為「高精熟低表現」與「低精熟低表現」信念組者，較偏好略具難度的活動與鼓勵子女面臨解題困難時，表現堅持力。
     2.低、中、高年級母親為「高精熟高表現」與「低精熟高表現」信念組者，較偏好容易勝任的活動與鼓勵子女面臨解題困難時，另找容易完成者，不必堅持完成解題。
     九.母親的成就目標信念不同，對子女學習表現的期望，沒有顯著差異。
     十.母親的成就目標信念不同，其對兒童特質的評量，在學習表現程度及努力程度評量上，無顯著差異；在能力程度的評量上，因兒童年級不同而呈顯著差異，低年級兒童母親對兒童能力的評量高於中年級兒童母親的評量。
     十一.去除智力因素影響後，母親的成就目標目標信念與兒童年級對兒童學業成績具交互作用效果，其交互作用效果在數學科成績的差異達顯著水準；在國語科成績則未達顯著水準。
     1.中年級兒童的數學成績，母親為「低精熟低表現」信念組的兒童成績高於母親為「低精熟高表現」信念組的兒童成績。
     2.在四組成就目標信念母親的兒童數學成績，呈現低年級兒童成績最高；中、高年級兒童成績，則有下降勢。
     肆.建議：
     根據本研究結果，提出以下建議，以作為父母親進行親職教育的參考：
     一.父母應肯定「勤有功」的教育價值，培養子女精熟學習的成就目標取向，勿過於重視先天能力的差異或學業成績上的競爭比較。
     二.父母應建立子女「只要我努力，即可成功」的努力信念，導引兒童為自己讀書，主動投入學習，自我比較以求日益進步，培養子女期待成功的成就動機，待日後面臨競爭的社會現實時，亦有助於削弱失敗經驗的負面影響。
     三.父母於輔導兒童時，應重視子女的認知過程，勿只強調能力表現或苛求高分；當子女面臨學習困難瓶頸時，應鼓勵子女表現愈挫愈奮的堅持力，循序漸進地精熟學習，以增強兒童成就動機，亦有助於數學成就的提升。
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描述 碩士
國立政治大學
教育學系
資料來源 http://thesis.lib.nccu.edu.tw/record/#G91NCCV0022012
資料類型 thesis
dc.contributor.advisor 林美珍zh_TW
dc.contributor.advisor Lin, Mei-Jenen_US
dc.contributor.author (Authors) 黃幸美zh_TW
dc.creator (作者) 黃幸美zh_TW
dc.date (日期) 1992en_US
dc.date.accessioned 2016-05-11-
dc.date.available 2016-05-11-
dc.date.issued (上傳時間) 2016-05-11-
dc.identifier (Other Identifiers) G91NCCV0022012en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/96448-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description.abstract (摘要) 壹.研究目的：
     本研究旨在探討母親在兒童學習上所持的成就目標信念及其與兒童學業成就之相關，主要的目的為下列五項：
     一.應用國外學者對成就目標信念的理論，探討國小兒童的母親對學習的成就目標信念型式。
     二.探討母親的教育程度、家庭社經地位、兒童性別、就讀的年級等與母親成目標信念的關係。
     三.探討母親不同的成目標信念，對兒童在學校學習成功的認知、作業性質的偏好、對學習成就的歸因、對兒童學習表現的期望、對兒童能力、努力、學習表現上的評量之差異情形。
     四.探討母親不同的成就目標信念，對不同年級兒童學業成就的影響。
     五.根據研究結果提出建議，作為父母親進行親職教育之參考。
     貳.研究的抽樣、工具及資料處理方式：
     一.本研究以台北市公立國民小學一～六年級學童母親為研究對象，於台北市東、西、南、北、中國各抽取一所公立小學，總計抽取900位學童母親，有效樣本為799人。
     二.本研究使用問卷調查法，使用的工具為「母親對兒童學習信念問卷」，包括三部分，分別為：個人基本資料調查表、成就目標信念問卷（精熟目標導向量表與表現目標導向量表）、學習信念問卷。
     三.本研究所使用的統計方法有：簡單百分比、x2考驗、單變量變異數分析、多變量共變數分析。
     參.研究結果：
     一.母親對兒童學習所持的成就目標信念，可以區分為四種，就人數分布的多寡，依序為：「高精熟低表現」、「低精熟高表現」、「低精熟低表現」、「高精熟高表現」信念型式。
     二.母親本人的教育程度不同，其在不同的成就目標信念上，沒有顯著差異。
     三.家庭社經地位的不同，母親在成就目標信念上，沒有顯著差異。
     四.兒童的性別不同，母親在成目標信念上，沒有顯著差異。
     五.兒童就讀的年級不同，母親在成就目標信念上，呈顯著差異。
     1.在「高精熟低表現」信念組，高年級兒童母親人數百分比高於低年級學童母親。
     2.在「高精熟高表現」信念組，高年級兒童母親人數百分比低於低、中年級學童母親。
     3.在「低精熟高表現」、「低精熟低表現」信念組，則低、中、高年級兒童母親人數百分比無顯著差異。
     六..........母親的成就目標信念不同，其對兒童在學校成功的認知，呈顯著差異。
     1.低、中、高年級母親為「高精熟高表現」與「低精熟高表現」信念組者，較重視獲得好成績或好名次。
     2.低、中、高年級母親為「高精熟低表現」與「低精熟低表現」信念組者，較重視守規矩與他人相處得好、努力用功。
     七.母親的成就目標信念不同，其對兒童學習表現上的歸因，呈顯著差異。
     1.低、中、高年級母親為「高精熟高表現」與「低精熟高表現」信念組者，較重視能力因素。
     2.低、中、高年級母親為「高精熟低表現」與「低精熟低表現」信念組者，較重視努力因素。
     3.低、中、高年級母親，在教師的教學品質及課程難易因素上的重視程度，無顯著差異。
     八.母親的成就目標信念不同，對作業性質的偏好，呈顯著差異。
     1.低、中、高年級母親為「高精熟低表現」與「低精熟低表現」信念組者，較偏好略具難度的活動與鼓勵子女面臨解題困難時，表現堅持力。
     2.低、中、高年級母親為「高精熟高表現」與「低精熟高表現」信念組者，較偏好容易勝任的活動與鼓勵子女面臨解題困難時，另找容易完成者，不必堅持完成解題。
     九.母親的成就目標信念不同，對子女學習表現的期望，沒有顯著差異。
     十.母親的成就目標信念不同，其對兒童特質的評量，在學習表現程度及努力程度評量上，無顯著差異；在能力程度的評量上，因兒童年級不同而呈顯著差異，低年級兒童母親對兒童能力的評量高於中年級兒童母親的評量。
     十一.去除智力因素影響後，母親的成就目標目標信念與兒童年級對兒童學業成績具交互作用效果，其交互作用效果在數學科成績的差異達顯著水準；在國語科成績則未達顯著水準。
     1.中年級兒童的數學成績，母親為「低精熟低表現」信念組的兒童成績高於母親為「低精熟高表現」信念組的兒童成績。
     2.在四組成就目標信念母親的兒童數學成績，呈現低年級兒童成績最高；中、高年級兒童成績，則有下降勢。
     肆.建議：
     根據本研究結果，提出以下建議，以作為父母親進行親職教育的參考：
     一.父母應肯定「勤有功」的教育價值，培養子女精熟學習的成就目標取向，勿過於重視先天能力的差異或學業成績上的競爭比較。
     二.父母應建立子女「只要我努力，即可成功」的努力信念，導引兒童為自己讀書，主動投入學習，自我比較以求日益進步，培養子女期待成功的成就動機，待日後面臨競爭的社會現實時，亦有助於削弱失敗經驗的負面影響。
     三.父母於輔導兒童時，應重視子女的認知過程，勿只強調能力表現或苛求高分；當子女面臨學習困難瓶頸時，應鼓勵子女表現愈挫愈奮的堅持力，循序漸進地精熟學習，以增強兒童成就動機，亦有助於數學成就的提升。		zh_TW
dc.description.tableofcontents 第一章緒論..........1
     第一節研究動機與目的..........1
     第二節研究問題..........9
     第三節重要名詞解釋..........9
     第四節研究限制..........13
     第二章文獻探討..........14
     第一節父母親信念與兒童認知發展相關之研究..........14
     第二節成就動機理論的探討..........26
     第三節母親成就信念與家庭社經地位、本人教育程度、兒童性別、年級的關係..........54
     第三章研究方法..........62
     第一節研究假設..........62
     第二節研究樣本..........63
     第三節研究工具..........64
     第四節實施過程..........73
     第五節資料處理..........74
     第四章研究結果..........77
     第一節成就目標信念型式..........77
     第二節母親教育程度、家庭社經地位、兒童性別、就讀年級與母親成就目標信念的關係..........79
     第三節母親成就目標信念型式與對學校成功的認知、作業性質的偏好、學習表現的歸因、學習表現的期望、兒童特質的評量、學業成績的關係..........85
     第五章結論、討論與建議..........114
     第一節結論與詩論..........114
     第二節建議..........126
     參考書目..........130
     附錄一母親對兒童學習信念問卷..........144
     附錄二成就目標信念問卷(精熟目標導向與表現目標導向量表)因素分析結果、平均數、標準差和內部一致性..........148		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G91NCCV0022012en_US
dc.title (題名) 母親的兒童學習信念及與其兒童學業成就相關之探討zh_TW
dc.type (資料類型) thesisen_US
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