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題名 情緒與學習：以多元資料庫與分析方法驗證質性模式
作者 邱美秀
貢獻者 教育系
關鍵詞 成就; 情意; 資訊科技使用; 統計評估; 教育實務
achievement; affect; ICT use; statistical evaluation; educational practice
日期 2016
上傳時間 18-五月-2017 09:31:49 (UTC+8)
摘要 本研究主要目的在建立學生資訊科技使用之有效學習模式(學習成效含成就與情意)，並以社經地位為中介變項。以PISA資料庫臺灣資料為例，進行四個結構方程模式之建立與考驗。模式一：校內外資訊科技並行使用對學習成效影響之模式；模式二：校內外連結資訊科
技使用對學習成效影響之模式；模式三：模式一加上社經之中介；模式四：模式二加上社經之中介。統計考驗結果顯示：(1)實證資料均支持此四模式，即模式均適配；(2)以模式適配值進行比較，有社經地位中介之模式(三、四)優於無社經中介之模式(一、二)。(3)以訊息指標值進行比較，無社經地位中介之模式(一、二)優於有社經中介之模式(三、四)。(4)從模式一轉到模式二，似乎較能提出具體有利於教學實務的建議。(5)加入社經變項，較能解釋資訊科技使用仍受社經地位影響的現狀，研究結果能對家庭教育實務提出建設性的建議。本研究之貢獻在於連結方法學與教育實務，力圖能增益二者。
This study explored models for effective information and communication technology (ICT) use on the learning outcomes of achievement and affect, mediated by outside-school ICT use and socioeconomic status (SES), using structural equation modeling. Four models were developed based on empirical findings and validated using the 2012 Taiwanese sample of the Program for International Student Assessment to demonstrate model exploration. The four models measure the effects of ICT use on learning outcomes from (A) parallel ICT use, (B) inside-school ICT use with outsideschool ICT use mediation, (C) Model A with SES mediation, and (D) Model B with SES mediation. Data analysis results indicate that the four models fit empirical data; Models C and D (with SES mediation) are superior to Models A and B based on fit indices; Models A and B are superior to Models A and B based on information criteria; and Models B–D (with mediation) provide more educational meaning than does Model A (without mediation).
關聯 MOST 103-2410-H-004-137
資料類型 report
dc.contributor 教育系
dc.creator (作者) 邱美秀zh_TW
dc.date (日期) 2016
dc.date.accessioned 18-五月-2017 09:31:49 (UTC+8)-
dc.date.available 18-五月-2017 09:31:49 (UTC+8)-
dc.date.issued (上傳時間) 18-五月-2017 09:31:49 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/109746-
dc.description.abstract (摘要) 本研究主要目的在建立學生資訊科技使用之有效學習模式(學習成效含成就與情意)，並以社經地位為中介變項。以PISA資料庫臺灣資料為例，進行四個結構方程模式之建立與考驗。模式一：校內外資訊科技並行使用對學習成效影響之模式；模式二：校內外連結資訊科
技使用對學習成效影響之模式；模式三：模式一加上社經之中介；模式四：模式二加上社經之中介。統計考驗結果顯示：(1)實證資料均支持此四模式，即模式均適配；(2)以模式適配值進行比較，有社經地位中介之模式(三、四)優於無社經中介之模式(一、二)。(3)以訊息指標值進行比較，無社經地位中介之模式(一、二)優於有社經中介之模式(三、四)。(4)從模式一轉到模式二，似乎較能提出具體有利於教學實務的建議。(5)加入社經變項，較能解釋資訊科技使用仍受社經地位影響的現狀，研究結果能對家庭教育實務提出建設性的建議。本研究之貢獻在於連結方法學與教育實務，力圖能增益二者。
dc.description.abstract (摘要) This study explored models for effective information and communication technology (ICT) use on the learning outcomes of achievement and affect, mediated by outside-school ICT use and socioeconomic status (SES), using structural equation modeling. Four models were developed based on empirical findings and validated using the 2012 Taiwanese sample of the Program for International Student Assessment to demonstrate model exploration. The four models measure the effects of ICT use on learning outcomes from (A) parallel ICT use, (B) inside-school ICT use with outsideschool ICT use mediation, (C) Model A with SES mediation, and (D) Model B with SES mediation. Data analysis results indicate that the four models fit empirical data; Models C and D (with SES mediation) are superior to Models A and B based on fit indices; Models A and B are superior to Models A and B based on information criteria; and Models B–D (with mediation) provide more educational meaning than does Model A (without mediation).
dc.format.extent 747645 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) MOST 103-2410-H-004-137
dc.subject (關鍵詞) 成就; 情意; 資訊科技使用; 統計評估; 教育實務
dc.subject (關鍵詞) achievement; affect; ICT use; statistical evaluation; educational practice
dc.title (題名) 情緒與學習：以多元資料庫與分析方法驗證質性模式zh_TW
dc.type (資料類型) report