劍的雙面刃─國中數學科不同成就學生學習組型差異之分析
作者:國立臺灣藝術大學師資培育中心陳嘉成、玄奘大學應用心理學系陳柏霖、國立政治大學教育學系洪兆祥、國立臺灣師範大學教育心理與輔導學系薛人華
卷期：63卷第3期
日期：2018年9月
頁碼：105-130
DOI：10.6209/JORIES.201809_63(3).0004
摘要：
有些學生在資賦上很好，但學習表現卻不如預期，稱之為低成就學生；有些學生在資賦上低於平均數，但表現卻高於其能力水準，稱之為高成就學生。此兩類型學生剛好是能力與努力差異化的表徵。本研究目的係嘗試透過不同智力／成就組型的分析，來瞭解影響數學學習的相關心理機制，並嘗試探討數學教師能準確辨識低成就學生的比率與相關因素。本研究以3,530位國中學生為受試樣本，探討數學科低智商高成就與高智商低成就學生的學習行為構型。經由分析結果顯示：一、「低智商高成就」者占5.6%、「低智商低成就」者占4.1%、「高智商高成就」者占9.5%、「高智商低成就」者占10.2%；二、「數學能力知覺」與「自我設限」的學習組型可作為區分「低智商高成就」與「高智商低成就」的學生。最後，根據研究結果提出建議，以供教師及未來研究參考。
關鍵詞：考試焦慮、低成就、能力知覺、高成就、學習組型
《詳全文》
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| 中文APA引文格式 | 陳嘉成、陳柏霖、洪兆祥、薛人華（2018）劍的雙面刃─國中數學科不同成就學生學習組型差異之分析。教育科學研究期刊，63(3)，105-130。doi:10.6209/JORIES.201809_63(3).0004 |
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| APA Format | Chen, C.- C., Chen, P,- L., Hung, C.- H., Hsueh, J.- H. (2018). Double-edged sword: different learning behavior patterns for junior high school mathematics. Journal of Research in Education Sciences, 63(3), 105-130. doi:10.6209/JORIES.201809_63(3).0004 |
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Journal directory listing - Volume 63 (2018) - Journal of Research in Education Sciences【63(3)】september
Double-Edged Sword: Different Learning Behavior Patterns for Junior High School Mathematics
Author: Chia-Cheng Chen (Teacher Education Center, National Taiwan University of Arts), Po-Lin Chen(Department of Applied Psychology, Hsuan Chuang University), Chao-Hsiang Hung(Department of Education, National Chengchi University), Jen-Hua Hsueh(Department of Educational Psychology and Counseling, National Taiwan Normal University)
Vol.&No.：Vol. 63, No.3
Date：September 2018
Pages：105-130
DOI：10.6209/JORIES.201809_63(3).0004
Abstract：
Some skilled students are deemed underachievers, even though they demonstrate adequate academic performances, because they fail to meet certain expectations. By contrast, some gifted students achieving below-average scores, but having performance capabilities exceeding their skill level, are labeled overachievers. These two categories representing student ability and effort have differences. This study investigated the profiles of underachievers and overachievers in junior high school mathematics by comparing variation patterns to build the foundation for future remedial education. Students from one junior high school were analyzed; the conclusions were as follows: (1) Of 3,530 participating students, 199 (5.6%), 143 (4.1%), 337 (9.5%), and 360 (10.2%) were low intelligence quotient (IQ) – overachievers, low IQ – underachievers, high IQ – overachievers, and high IQ – underachievers, respectively. (2) Perceived math competence and self-debilitating strategies were observed in high IQ – underachievers and low IQ – overachievers. (3) Finally, suggestions for teaching practices and future studies were proposed.
Keywords：learning behavior pattern, overachievement, perceived competence, test anxiety, underachievement