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題名 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作者 龔泉
GONG, Quan貢獻者 吳政達<br>郭昭佑
Wu, Cheng-Ta<br>Guo, Chao-Yu
龔泉
GONG, Quan關鍵詞 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日期 2021 上傳時間 1-Nov-2021 12:10:43 (UTC+8) 摘要 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. 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國立政治大學
教育學系
107152519資料來源 http://thesis.lib.nccu.edu.tw/record/#G0107152519 資料類型 thesis dc.contributor.advisor 吳政達<br>郭昭佑 zh_TW dc.contributor.advisor Wu, Cheng-Ta<br>Guo, Chao-Yu en_US dc.contributor.author (Authors) 龔泉 zh_TW dc.contributor.author (Authors) GONG, Quan en_US dc.creator (作者) 龔泉 zh_TW dc.creator (作者) GONG, Quan en_US dc.date (日期) 2021 en_US dc.date.accessioned 1-Nov-2021 12:10:43 (UTC+8) - dc.date.available 1-Nov-2021 12:10:43 (UTC+8) - dc.date.issued (上傳時間) 1-Nov-2021 12:10:43 (UTC+8) - dc.identifier (Other Identifiers) G0107152519 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/137708 - 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 (描述) 107152519 zh_TW dc.description.abstract (摘要) 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。 zh_TW dc.description.abstract (摘要) 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. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究背景與動機 1第二節 研究目的與待答問題 8第三節 重要名詞釋義 9第四節 研究流程 13第五節 研究範圍與限制 16第二章 文獻探討 19第一節 執行功能、互動支持、學習方式與學業成就之理論基礎 19第二節 執行功能、互動支持、學習方式與學業成就關係之研究 39第三章 研究設計與實施 46第一節 研究方法 46第二節 研究架構 51第三節 研究假設 51第四節 文獻蒐集與篩選 52第五節 資料處理與統計分析 68第四章 研究結果與討論 70第一節 變項相關性之後設分析 70第二節 變項間調節影響分析 84第三節 變項間路徑分析 94第四節 研究假設驗證結果 106第五章 結論與建議 109第一節 研究結論 109第二節 研究建議 115參考文獻 131壹、中文部分 131貳、英文部分 132附錄 採納文獻之基本情況摘要表 149 zh_TW dc.format.extent 3066620 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0107152519 en_US dc.subject (關鍵詞) 執行功能 zh_TW dc.subject (關鍵詞) 互動支持 zh_TW dc.subject (關鍵詞) 學習方式 zh_TW dc.subject (關鍵詞) 學業成就 zh_TW dc.subject (關鍵詞) Executive function en_US dc.subject (關鍵詞) Interactive support en_US dc.subject (關鍵詞) Approaches to learning en_US dc.subject (關鍵詞) Academic achievement en_US dc.title (題名) 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 zh_TW dc.title (題名) A Study of the Relationship Among Executive Function, Interactive Support, Young Children`s Approaches to Learning and Academic Achievement using Meta-analysis en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 參考文獻壹、中文部分王恩國、劉昌（2008）。語文學習困難兒童的工作記憶與加工速度。心理發展與教育，24（1），頁94-100。doi: CNKI:SUN:XLFZ.0.2008-01-016李紅、高山、王乃弋（2004）。執行功能研究方法評述。心理科學進展，12（5），頁693-705。李承傑、董旭英（2017）。偏最小平方法結構方程模型。科學發展，539，頁20-25。陳美華、陳信憲、龔建吉（2009）。大學學生學習取向與教學環境設計關性評估-以合作學習教學法為例。課程與教學，12（4），頁141-168。賈馥茗（2000）。教育大辭書。取自https://terms.naer.edu.tw/detail/1314397/?index=1黃寶園、林世華 （2007）。 人格特質與社會支持對壓力反應歷程影響之研究：結合統合分析與結構方程模式二計量方法。教育心理學報， 39（2），頁 263 -294。黃芳銘 （2004）。社會科學統計方法學——結構方程模式。臺北：五南。張冀 （2011）。抑制控制的研究概述。社會心理科學， 26（8），頁 3-6。張攸萍 （2019）。國內外幼兒園園長領導研究之文獻計量與後設分析整合取向。國立政治大學，臺北。廖勇海、劉益、賈興平 （2015）。基於Meta視角的市場導向、產品創新、產品競爭優勢與新產品績效關係研究。研究與發展管理， 27（3），頁 105-113。鄭博真、黃靜君 （2017）。五專護理學生學習取向與學習成效之相關研究。國立虎尾科技大學學報， 33（4），頁 125-135。簡紅珠、陳李綢 （2000）。教育大辭書。取自https://terms.naer.edu.tw/detail/1314338/?index=1蘇小玲、魏勇剛 （2013）。抑制控制對學前兒童語言能力的影響。學前教育研究， 217（1），頁 32-37。doi: 10.13861/j.cnki.sece.2013.01.003貳、英文部分Ackerman, P. 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