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題名 國小學生認知風格.學習策略.自我效能.與學業成就關係之研究
The relationship study on gognitive style, learning strategies, self-efficacy, and the academic achievement of elementary school children作者 劉信雄
Liu, Hsin-Shiong貢獻者 吳靜吉<br>林邦傑
劉信雄
Liu, Hsin-Shiong日期 1991 上傳時間 2016-05-11 摘要 本研究的主要目的為： 一、發展適合國小學生使用之認知風格、學習策略、及自我效能的評量工具。 二、驗證認知風格、學習策略、與自我效能對國小學生學業成就的綜合影響。 為達成上述目的，研究者首先編選及發展適合國小學生使用之認知風格量表、學習策略量表、及學習效能自覺量表，初步修訂量表所用之受試樣本，為台南市大港國小六年級學生106名，由研究者主試，並進行編修試題及考驗信度和效度之工作。 第二部分在驗證認知風格、學習策略、及自我效能的內在因素結構，並進而探討它們對學業成就的影響。本部分研究樣本取自臺灣地區十五個縣市，其中台北市及高雄市分別隨機抽取二所學校，台灣省之縣市則隨機各抽取一所學校，再以叢集取樣法，在各該校中隨機抽取六年級學生一班，計抽計十七個班級，學生724名，得有效樣本699名，包括男生377名，女生322名。研究蒐集之資料，以電腦SPSS/PC+套裝統計軟體處理之，所使用之統計方法包括獨立樣本平均數差異t考驗、逐步多元迴歸分析、積差相關、線性結構關係分析(Lisrel Analysis)等。 研究結果發果： 一、男女學生在認知風格、學習策略、自我效能及學業成就上之比較 1.在「認知風格」上，僅「分類技能」一項有性別間之顯著差異，女生之分類技能顯著優於男生。 2.在「學習策略」上，女生之學習態度比較積極、學習動機比較強烈、善於時間之管理與應用、以及比較善用專心策略；在方法上，女生顯著地比男生善用學習輔助術、以及善用自我測驗的技巧。 3.在「自我效能」各分量表上，女生之國語科學習效能顯著高於男生；然而在數學科學習效能上，男生顯得高於女生；但是在一般學習效能與總自我效能方面，性別間無顯著差。 4.在「學業成就」上，男女學生在國語科及數學科的學業成績，沒有顯著差異。 二、影響「國語科」學業成就的主要預測變項 在認知風格方面為空間技能、記憶技能、及分析技能；在學習策略方面為動機、同時處理、摘錄要點、學習輔助、焦慮等五策略變項。上述進入逐步回歸分析的預測變項，其解釋力男生約為29%，女生約為32%。 三、影響「數學科」學業成就的主要預測變項 在認知風格方面為空間技能、分析技能、分析技能及記憶技能；在學習策略方面為動機、摘錄要點二項。全部進入多元逐步回歸的預測變項，其解釋量約為25-28%。 四、有關認知風格、學習策略、與自我效能的驗證性因素分析 1、屬於「認知風格」之七個心理學變項，及「自我效能」之三個觀察變項，對潛在變項的因素負荷量，均達統計上之顯著水準。 2、焦慮分量表在學習策略潛在變項上的λ係數負荷量未達統計上的顯著水準。 五、有關認知風格、學習策略、自我效能、與學業成就間之結構模式分析 （一）從整體模式適合度來看 由十九個觀察變項（剔除焦慮量表後）建構之三個潛在自變項，對潛在依變項（學業成就）構成影響的理論模式，研究結果顯示，有調整的必要。 （二）從三個潛在自變項與學業成就之關係來看 1.認知風格與學業成就之相關係數為.983，其Gamma係數.941，是影響國小學生學業成就重要因素。 2.學習策略與學業成就之相關係數為.448，其Gamma係數.232，其影響力均達統計上之顯著水準。 3.自我效能與學業成就之相關係數為.440(p<.05)，其Gamma係數為-.066(p>.05)，未達統計上之顯著水準。 4.就三個潛在自變項之關係來看： (1)學習策略與自我效能有高的相關(r=.74)。 (2)認知風格與學習策略的相關較低(r=.28)。 (3)認知風格與自我效能也有中下程度的相關(r=.35)。 六、結論 (一)本研究所發展的三種評工具中，「國小學生認知風格量表」、及「國小學生學習效能自覺量表」的內在建構尚佳。而「國小學生學習策略量表」在焦慮分量表上，有加以調整的必要。 (二)「認知風格」與「學習策略」對國小學生學業成就都有顯著的影響，尤其認知風格具有很高的影響。 (三)「自我效能」對國小學生學業成就之影響尚不顯著，有待進一步研究與探討。The main purposes of this study were to develop the measurement scales for evaluating the cognitive style, learning strategies, and self-efficacy for the elementary school children; and to study the effectiveness of these latent factors on their academic achievement. The subjects were cluster sampling from 15 cities and counties around the Taiwan area, consisting of 377 male and 322 female students, who are enrolled in sixth grade of regular schools. The data obtained were treated with SPSS/PC+ statistic package, by using t-test, stepwise multiple regression analysis, Pearson’s product-moment correlation, and Lisrel analysis. The study has the following findings: 1.The girl students were significant better on categorization skill of cognitive style than the boy’s. 2.The girl students were significant better on the subscale of Attitude, Motivation, Time Management, Concentration, Study Aids, and Self Testing of learning strategies than the boy’s. 3.The girl students were significant better in Chinese Learning Efficacy, while the boy students got a significant high score on the Mathematic Learning Efficacy. 4.There were no significant differences in Chinese and Mathematic achievement between the boys and the girls. 5.The main prediction variables for Chinese achievement were Spatial Skill, Memory Skill, Analytic Skill, Simultaneous Processing Skill, Motivation, Selecting Main Ideas, Study Aids, and Anxiety. The determination ratio of these variables were up to about 32%. 6.The main prediction variables for mathematic achievement were Spatial Skill, Analytic Skill, Categorization Skill, Memory Skill, Motivation, and Selecting Main Ideas. The determination ratio of these variables were up to about 28%. 7.The factor loading of Anxiety on latent factor of the Learning Strategy were not significantly supported. 8.There were high and positive correlation between cognitive style and academic achievement(r=.98, γ=.94). 9.There were middle and positive correlation between Learning Strategy and Academic Achievement(r=.45, γ=.23). 10.The self-efficacy were no significant impact on the academic achievement for the children (r=.44, γ=-.066). 11.The validity of “The scale of Cognitive Style for Children” and “The Chilren Scale of Learning-Efficacy” Were supportly examined, while “The Children Scale of Learning Strategies” were suggested to modify the subscale of Anxiety. 12.Both the latent factors of cognitive style and learning strategy were testified a significantly influence on the academic achievement.
The main purposes of this study were to develop the measurement scales for evaluating the cognitive style, learning strategies, and self-efficacy for the elementary school children; and to study the effectiveness of these latent factors on their academic achievement. The subjects were cluster sampling from 15 cities and counties around the Taiwan area, consisting of 377 male and 322 female students, who are enrolled in sixth grade of regular schools. The data obtained were treated with SPSS/PC+ statistic package, by using t-test, stepwise multiple regression analysis, Pearson’s product-moment correlation, and Lisrel analysis. The study has the following findings: 1.The girl students were significant better on categorization skill of cognitive style than the boy’s. 2.The girl students were significant better on the subscale of Attitude, Motivation, Time Management, Concentration, Study Aids, and Self Testing of learning strategies than the boy’s. 3.The girl students were significant better in Chinese Learning Efficacy, while the boy students got a significant high score on the Mathematic Learning Efficacy. 4.There were no significant differences in Chinese and Mathematic achievement between the boys and the girls. 5.The main prediction variables for Chinese achievement were Spatial Skill, Memory Skill, Analytic Skill, Simultaneous Processing Skill, Motivation, Selecting Main Ideas, Study Aids, and Anxiety. The determination ratio of these variables were up to about 32%. 6.The main prediction variables for mathematic achievement were Spatial Skill, Analytic Skill, Categorization Skill, Memory Skill, Motivation, and Selecting Main Ideas. The determination ratio of these variables were up to about 28%. 7.The factor loading of Anxiety on latent factor of the Learning Strategy were not significantly supported. 8.There were high and positive correlation between cognitive style and academic achievement(r=.98, γ=.94). 9.There were middle and positive correlation between Learning Strategy and Academic Achievement(r=.45, γ=.23). 10.The self-efficacy were no significant impact on the academic achievement for the children (r=.44, γ=-.066). 11.The validity of “The scale of Cognitive Style for Children” and “The Chilren Scale of Learning-Efficacy” Were supportly examined, while “The Children Scale of Learning Strategies” were suggested to modify the subscale of Anxiety. 12.Both the latent factors of cognitive style and learning strategy were testified a significantly influence on the academic achievement.參考文獻 參考資料 一、中文部份: 方琰( 民78 ) :訊息處理之分析研究。教育文粹， 18 期，頁106-125 。 王文科(民78 ) :影響學習的內在認知歷程簡介。 「特殊教育」會刊。 國立彰化師範大學。 汪榮才(民79) :國小六年級資優生與普通生在數學解題中之後設認知行為。 載於國立臺南師範學院初等教育學系:初等教育學報， 3期， 199-243 頁。 李詠吟( 民76 ) :認知行為的學習策略對國中生學業成績的影響。 輔導學報， 1 0期，第299-320 頁。 邱上真( 民78 ) :後設認知研究在輕度障礙者教學上的應用。 特殊教育季刊， 3 0期， 12-16 頁。 邱上真( 民79 ) :學習策略教學的理論與實際。 臺南師範學院特殊教育學系。 邱上真、胥彥華( 民78 ) :學習策略對國小六年級學生閱請效果之研究。 國立彰他師範大學特殊教育學系。 吳武典、蔡祟建(民75 ) :國中資優學生的認知方式與學習方式之探討。 特殊教育學刊， 2 期， 219-230 頁。 吳武典(民77 ) :國中智能不足學生與普通學生認知方式與學習方式之比較。 特殊教育研究學刊， 4 期， 35 -52頁。 吳靜吉、程炳林(民81) :激勵的學習策略量表之修訂。測驗年刊，第39輯，59-78頁。 吳靜吉、丁興祥、王敬仁、蘇宏林、戴禮明(民68) :場地獨立性的發展及其相關因素之研究。 國有政治大學「教育與心理研究」， 3 期， 118-140 頁。 林邦傑(民70) :國中學生場地獨立性與具體運思、形式運思之關係。中華心理學刊， 24卷，二期， 101-110 頁。 林清山(民79) :教育心理學--認知取向。 台北市，遠流出版社。 林清山(民77) :驗證性因素分析的理論及應用--修訂魏氏兒童智力量表之驗證性因素分析。 測驗年刊，三十五輯， 117 - 136 頁。 林清山(民76) :認知心理學對教學研究的影響。 教學研究基益。台北市，南宏圖書公司。 林清山(民75) :左右腦測化功能的比較實驗研究與腦測化能力測驗和自陳量表的效度考驗。 教育心理學報，19期， 37-54頁。 林清山(民75) :教學的心理學基礎。 中國教育學會，「有效教學研究」。台北市:台灣書店。 林清山(民73): 「線性結構關係」 (Lisrel ) 電腦程式的理論與應用。 測驗年刊，三十一輯， 149-164 頁。 洪寶蓮(民79) :大學生學習與讀書策略量表之修訂及調查研究。國立彰化師範大學輔導研究所碩士論文，未出版。 翁素燕(民78 ) :學習策略教學對短期及長期記憶效果影響之研究。 資優教育季刊， 32 期， 44-48 頁。 翁淑緣、呂勝瑛( 民71 ) :大腦功能分化與性別、創造力、及性別角色的關係。 中華心理學刊，也益2 期，85-100 頁。 陳美雲(民77) :統合認知能力、智力與資優。 資優教育月刊， 26期， 33-35 頁。 張春興(民76 ) :知之歷程與教之歷程--認知心理學的發展及其在教育上的應用。 認知與學習研討會專集(第二次)。 行政院國家科學委員會。 張景媛( 民77 ) :教學類型與學習類型適性研究醫學生學習適應理論模式的驗證。 國立台灣師範大學教育心理與輔導研究所碩士論文，未出版。 張新仁( 民71 ) :國中學生學習行為一學習方法、學習習慣與學習態度之研究。 國立臺灣師範大學碩士論文，未出版。 張新仁( 民78 ) :國民中學有效教學問題與研究一從資訊處理談有效的學習策略。 師院特刊， 28期，頁24-94 。 張新仁(民78 ) :學習策略訓練之初探。 教育文粹， 18 期，頁86 - 94 。 項必蒂(民80) :師院生學習教育心理學芝動機與策略及其相關因素研究。 國立政治大學教育研究所博士論文，未出版。 曾陳密桃( 民79 ) :國民中小學生的後設認知及其閱讀理解之相關研究。 國立政治大學教育研究所博士論文，未出版。 陳李綢(民77) :學習策略的研究與教學。 資優教育季刊，29期，頁15-24 。 蔡崇建(民77 ) :國中資優學生學習方式之偏好與經驗的相適性及其與學習表現之關係。 特殊教育研究學刊，四期，頁155-17 0 。 詹秀美(民7 9 ) 。國小學生創造力與問題解決能力的相關變項研究。 特殊教育研究學刊，六期， 227-246 頁。 鄭英耀(民76) :大學生學習習慣及態度與學業成就關係之研究。高雄師院教育研究， 1期， 157-180 頁。 鄭昭明(民77) :認知與教學。 刊於台灣區省市立師範學院七十六學年度兒童發展與輔導學術研討會。 126-163. 鍾聖校(民79) : 認知心理學。 台北市，心理出版社。 二、英文部份： Anderson, R., Buchklee, J., & Boultbee, G. w. 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國立政治大學
教育學系資料來源 http://thesis.lib.nccu.edu.tw/record/#G91NCCV7312012 資料類型 thesis dc.contributor.advisor 吳靜吉<br>林邦傑 zh_TW dc.contributor.author (作者) 劉信雄 zh_TW dc.contributor.author (作者) Liu, Hsin-Shiong en_US dc.creator (作者) 劉信雄 zh_TW dc.creator (作者) Liu, Hsin-Shiong en_US dc.date (日期) 1991 en_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 (其他 識別碼) G91NCCV7312012 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/96454 - dc.description (描述) 博士 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) 本研究的主要目的為： 一、發展適合國小學生使用之認知風格、學習策略、及自我效能的評量工具。 二、驗證認知風格、學習策略、與自我效能對國小學生學業成就的綜合影響。 為達成上述目的，研究者首先編選及發展適合國小學生使用之認知風格量表、學習策略量表、及學習效能自覺量表，初步修訂量表所用之受試樣本，為台南市大港國小六年級學生106名，由研究者主試，並進行編修試題及考驗信度和效度之工作。 第二部分在驗證認知風格、學習策略、及自我效能的內在因素結構，並進而探討它們對學業成就的影響。本部分研究樣本取自臺灣地區十五個縣市，其中台北市及高雄市分別隨機抽取二所學校，台灣省之縣市則隨機各抽取一所學校，再以叢集取樣法，在各該校中隨機抽取六年級學生一班，計抽計十七個班級，學生724名，得有效樣本699名，包括男生377名，女生322名。研究蒐集之資料，以電腦SPSS/PC+套裝統計軟體處理之，所使用之統計方法包括獨立樣本平均數差異t考驗、逐步多元迴歸分析、積差相關、線性結構關係分析(Lisrel Analysis)等。 研究結果發果： 一、男女學生在認知風格、學習策略、自我效能及學業成就上之比較 1.在「認知風格」上，僅「分類技能」一項有性別間之顯著差異，女生之分類技能顯著優於男生。 2.在「學習策略」上，女生之學習態度比較積極、學習動機比較強烈、善於時間之管理與應用、以及比較善用專心策略；在方法上，女生顯著地比男生善用學習輔助術、以及善用自我測驗的技巧。 3.在「自我效能」各分量表上，女生之國語科學習效能顯著高於男生；然而在數學科學習效能上，男生顯得高於女生；但是在一般學習效能與總自我效能方面，性別間無顯著差。 4.在「學業成就」上，男女學生在國語科及數學科的學業成績，沒有顯著差異。 二、影響「國語科」學業成就的主要預測變項 在認知風格方面為空間技能、記憶技能、及分析技能；在學習策略方面為動機、同時處理、摘錄要點、學習輔助、焦慮等五策略變項。上述進入逐步回歸分析的預測變項，其解釋力男生約為29%，女生約為32%。 三、影響「數學科」學業成就的主要預測變項 在認知風格方面為空間技能、分析技能、分析技能及記憶技能；在學習策略方面為動機、摘錄要點二項。全部進入多元逐步回歸的預測變項，其解釋量約為25-28%。 四、有關認知風格、學習策略、與自我效能的驗證性因素分析 1、屬於「認知風格」之七個心理學變項，及「自我效能」之三個觀察變項，對潛在變項的因素負荷量，均達統計上之顯著水準。 2、焦慮分量表在學習策略潛在變項上的λ係數負荷量未達統計上的顯著水準。 五、有關認知風格、學習策略、自我效能、與學業成就間之結構模式分析 （一）從整體模式適合度來看 由十九個觀察變項（剔除焦慮量表後）建構之三個潛在自變項，對潛在依變項（學業成就）構成影響的理論模式，研究結果顯示，有調整的必要。 （二）從三個潛在自變項與學業成就之關係來看 1.認知風格與學業成就之相關係數為.983，其Gamma係數.941，是影響國小學生學業成就重要因素。 2.學習策略與學業成就之相關係數為.448，其Gamma係數.232，其影響力均達統計上之顯著水準。 3.自我效能與學業成就之相關係數為.440(p<.05)，其Gamma係數為-.066(p>.05)，未達統計上之顯著水準。 4.就三個潛在自變項之關係來看： (1)學習策略與自我效能有高的相關(r=.74)。 (2)認知風格與學習策略的相關較低(r=.28)。 (3)認知風格與自我效能也有中下程度的相關(r=.35)。 六、結論 (一)本研究所發展的三種評工具中，「國小學生認知風格量表」、及「國小學生學習效能自覺量表」的內在建構尚佳。而「國小學生學習策略量表」在焦慮分量表上，有加以調整的必要。 (二)「認知風格」與「學習策略」對國小學生學業成就都有顯著的影響，尤其認知風格具有很高的影響。 (三)「自我效能」對國小學生學業成就之影響尚不顯著，有待進一步研究與探討。The main purposes of this study were to develop the measurement scales for evaluating the cognitive style, learning strategies, and self-efficacy for the elementary school children; and to study the effectiveness of these latent factors on their academic achievement. The subjects were cluster sampling from 15 cities and counties around the Taiwan area, consisting of 377 male and 322 female students, who are enrolled in sixth grade of regular schools. The data obtained were treated with SPSS/PC+ statistic package, by using t-test, stepwise multiple regression analysis, Pearson’s product-moment correlation, and Lisrel analysis. The study has the following findings: 1.The girl students were significant better on categorization skill of cognitive style than the boy’s. 2.The girl students were significant better on the subscale of Attitude, Motivation, Time Management, Concentration, Study Aids, and Self Testing of learning strategies than the boy’s. 3.The girl students were significant better in Chinese Learning Efficacy, while the boy students got a significant high score on the Mathematic Learning Efficacy. 4.There were no significant differences in Chinese and Mathematic achievement between the boys and the girls. 5.The main prediction variables for Chinese achievement were Spatial Skill, Memory Skill, Analytic Skill, Simultaneous Processing Skill, Motivation, Selecting Main Ideas, Study Aids, and Anxiety. The determination ratio of these variables were up to about 32%. 6.The main prediction variables for mathematic achievement were Spatial Skill, Analytic Skill, Categorization Skill, Memory Skill, Motivation, and Selecting Main Ideas. The determination ratio of these variables were up to about 28%. 7.The factor loading of Anxiety on latent factor of the Learning Strategy were not significantly supported. 8.There were high and positive correlation between cognitive style and academic achievement(r=.98, γ=.94). 9.There were middle and positive correlation between Learning Strategy and Academic Achievement(r=.45, γ=.23). 10.The self-efficacy were no significant impact on the academic achievement for the children (r=.44, γ=-.066). 11.The validity of “The scale of Cognitive Style for Children” and “The Chilren Scale of Learning-Efficacy” Were supportly examined, while “The Children Scale of Learning Strategies” were suggested to modify the subscale of Anxiety. 12.Both the latent factors of cognitive style and learning strategy were testified a significantly influence on the academic achievement. zh_TW dc.description.abstract (摘要) The main purposes of this study were to develop the measurement scales for evaluating the cognitive style, learning strategies, and self-efficacy for the elementary school children; and to study the effectiveness of these latent factors on their academic achievement. The subjects were cluster sampling from 15 cities and counties around the Taiwan area, consisting of 377 male and 322 female students, who are enrolled in sixth grade of regular schools. The data obtained were treated with SPSS/PC+ statistic package, by using t-test, stepwise multiple regression analysis, Pearson’s product-moment correlation, and Lisrel analysis. The study has the following findings: 1.The girl students were significant better on categorization skill of cognitive style than the boy’s. 2.The girl students were significant better on the subscale of Attitude, Motivation, Time Management, Concentration, Study Aids, and Self Testing of learning strategies than the boy’s. 3.The girl students were significant better in Chinese Learning Efficacy, while the boy students got a significant high score on the Mathematic Learning Efficacy. 4.There were no significant differences in Chinese and Mathematic achievement between the boys and the girls. 5.The main prediction variables for Chinese achievement were Spatial Skill, Memory Skill, Analytic Skill, Simultaneous Processing Skill, Motivation, Selecting Main Ideas, Study Aids, and Anxiety. The determination ratio of these variables were up to about 32%. 6.The main prediction variables for mathematic achievement were Spatial Skill, Analytic Skill, Categorization Skill, Memory Skill, Motivation, and Selecting Main Ideas. The determination ratio of these variables were up to about 28%. 7.The factor loading of Anxiety on latent factor of the Learning Strategy were not significantly supported. 8.There were high and positive correlation between cognitive style and academic achievement(r=.98, γ=.94). 9.There were middle and positive correlation between Learning Strategy and Academic Achievement(r=.45, γ=.23). 10.The self-efficacy were no significant impact on the academic achievement for the children (r=.44, γ=-.066). 11.The validity of “The scale of Cognitive Style for Children” and “The Chilren Scale of Learning-Efficacy” Were supportly examined, while “The Children Scale of Learning Strategies” were suggested to modify the subscale of Anxiety. 12.Both the latent factors of cognitive style and learning strategy were testified a significantly influence on the academic achievement. en_US dc.description.tableofcontents 第一章緒論 第一節研究動機----------1 第二節研究目的與待答問題----------7 第三節研究範圍及名詞界定----------9 第二章理論探討 第一節訊息處理理論簡介----------12 第二節認知風格與訊息處理之關係----------41 第三節學習策略之意義及與學習風格之關係----------70 第四節影響學習策略運作的有關問題----------96 第五節學習策略之教學----------121 第六節自我效能的意義及與學習的關係----------133 第七節本研究之探討架構----------150 第三章方法與步驟 第一節研究樣本----------163 第二節研究工具之選擇與編修----------164 第三節主題研究之實施步驟----------168 第四章研究工具之編修與發展 第一節國小學生認知風格量表之修訂----------171 第二節國小學生學習策略量表之修訂----------182 第三節學習效能自覺量表之編製----------204 第五章結果與討論 第一節男女學生在認知風格、學習策略、自我效能及學業成就各分量表得分之比較----------211 第二節認知風格及學習策略對學業成就的預測----------218 第三節認知風格、學習策略、與自我效能對學業成就影響的綜合分析----------223 第四節討論----------236 第六章結論與建議 第一節研究發現----------247 第二節結論----------253 第三節建議----------257 參考資料----------267 zh_TW dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G91NCCV7312012 en_US dc.title (題名) 國小學生認知風格.學習策略.自我效能.與學業成就關係之研究 zh_TW dc.title (題名) The relationship study on gognitive style, learning strategies, self-efficacy, and the academic achievement of elementary school children en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 參考資料 一、中文部份: 方琰( 民78 ) :訊息處理之分析研究。教育文粹， 18 期，頁106-125 。 王文科(民78 ) :影響學習的內在認知歷程簡介。 「特殊教育」會刊。 國立彰化師範大學。 汪榮才(民79) :國小六年級資優生與普通生在數學解題中之後設認知行為。 載於國立臺南師範學院初等教育學系:初等教育學報， 3期， 199-243 頁。 李詠吟( 民76 ) :認知行為的學習策略對國中生學業成績的影響。 輔導學報， 1 0期，第299-320 頁。 邱上真( 民78 ) :後設認知研究在輕度障礙者教學上的應用。 特殊教育季刊， 3 0期， 12-16 頁。 邱上真( 民79 ) :學習策略教學的理論與實際。 臺南師範學院特殊教育學系。 邱上真、胥彥華( 民78 ) :學習策略對國小六年級學生閱請效果之研究。 國立彰他師範大學特殊教育學系。 吳武典、蔡祟建(民75 ) :國中資優學生的認知方式與學習方式之探討。 特殊教育學刊， 2 期， 219-230 頁。 吳武典(民77 ) :國中智能不足學生與普通學生認知方式與學習方式之比較。 特殊教育研究學刊， 4 期， 35 -52頁。 吳靜吉、程炳林(民81) :激勵的學習策略量表之修訂。測驗年刊，第39輯，59-78頁。 吳靜吉、丁興祥、王敬仁、蘇宏林、戴禮明(民68) :場地獨立性的發展及其相關因素之研究。 國有政治大學「教育與心理研究」， 3 期， 118-140 頁。 林邦傑(民70) :國中學生場地獨立性與具體運思、形式運思之關係。中華心理學刊， 24卷，二期， 101-110 頁。 林清山(民79) :教育心理學--認知取向。 台北市，遠流出版社。 林清山(民77) :驗證性因素分析的理論及應用--修訂魏氏兒童智力量表之驗證性因素分析。 測驗年刊，三十五輯， 117 - 136 頁。 林清山(民76) :認知心理學對教學研究的影響。 教學研究基益。台北市，南宏圖書公司。 林清山(民75) :左右腦測化功能的比較實驗研究與腦測化能力測驗和自陳量表的效度考驗。 教育心理學報，19期， 37-54頁。 林清山(民75) :教學的心理學基礎。 中國教育學會，「有效教學研究」。台北市:台灣書店。 林清山(民73): 「線性結構關係」 (Lisrel ) 電腦程式的理論與應用。 測驗年刊，三十一輯， 149-164 頁。 洪寶蓮(民79) :大學生學習與讀書策略量表之修訂及調查研究。國立彰化師範大學輔導研究所碩士論文，未出版。 翁素燕(民78 ) :學習策略教學對短期及長期記憶效果影響之研究。 資優教育季刊， 32 期， 44-48 頁。 翁淑緣、呂勝瑛( 民71 ) :大腦功能分化與性別、創造力、及性別角色的關係。 中華心理學刊，也益2 期，85-100 頁。 陳美雲(民77) :統合認知能力、智力與資優。 資優教育月刊， 26期， 33-35 頁。 張春興(民76 ) :知之歷程與教之歷程--認知心理學的發展及其在教育上的應用。 認知與學習研討會專集(第二次)。 行政院國家科學委員會。 張景媛( 民77 ) :教學類型與學習類型適性研究醫學生學習適應理論模式的驗證。 國立台灣師範大學教育心理與輔導研究所碩士論文，未出版。 張新仁( 民71 ) :國中學生學習行為一學習方法、學習習慣與學習態度之研究。 國立臺灣師範大學碩士論文，未出版。 張新仁( 民78 ) :國民中學有效教學問題與研究一從資訊處理談有效的學習策略。 師院特刊， 28期，頁24-94 。 張新仁(民78 ) :學習策略訓練之初探。 教育文粹， 18 期，頁86 - 94 。 項必蒂(民80) :師院生學習教育心理學芝動機與策略及其相關因素研究。 國立政治大學教育研究所博士論文，未出版。 曾陳密桃( 民79 ) :國民中小學生的後設認知及其閱讀理解之相關研究。 國立政治大學教育研究所博士論文，未出版。 陳李綢(民77) :學習策略的研究與教學。 資優教育季刊，29期，頁15-24 。 蔡崇建(民77 ) :國中資優學生學習方式之偏好與經驗的相適性及其與學習表現之關係。 特殊教育研究學刊，四期，頁155-17 0 。 詹秀美(民7 9 ) 。國小學生創造力與問題解決能力的相關變項研究。 特殊教育研究學刊，六期， 227-246 頁。 鄭英耀(民76) :大學生學習習慣及態度與學業成就關係之研究。高雄師院教育研究， 1期， 157-180 頁。 鄭昭明(民77) :認知與教學。 刊於台灣區省市立師範學院七十六學年度兒童發展與輔導學術研討會。 126-163. 鍾聖校(民79) : 認知心理學。 台北市，心理出版社。 二、英文部份： Anderson, R., Buchklee, J., & Boultbee, G. w. 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