目標設定訓練課程對不同能力水準國小學生後設認知、動機、自我調整學習與數學學業表現影響之效果研究

Abstract

本研究主要目的是：1.探討「目標設定訓練課程」對不同能力水準國小學生在後設認知表現上的影響；2.探討「目標設定訓練課程」對不同能力水準國小學生在動機表現上的影響；3.探討「目標設定訓練課程」對不同能力水準國小學生在自我調整學習表現上的影響；4.探討「目標設定訓練課程」對不同能力水準國小學生在數學學業表現上的影響；5.根據研究結果，提出具體建議，作為學習輔導與教師推動「目標設定訓練課程」之參考。

本研究採「不等組前測-後測」準實驗設計，以苗栗縣某國小五年級的學生為研究對象，隨機選取兩班作為實驗組，兩班為控制組，每班30人，共計研究對象120人，其中實驗組60人、控制組60人。實驗組接受八個階段，每階段兩個單元、共十六個單元，每單元40分鐘（一節），共計十六節的實驗課程。以目標設定訓練課程、後設認知量表、動機量表、自我調整學習量表、數學期中與期末多元評量成績為研究之工具，以前後測的得分，進行三因子混合設計多變量變異數分析、三因子混合設計單變量變異數分析，主要發現如下：

一、後設認知方面：1.實驗教學對低、中、高不同能力水準國小學生之後設認知表現差異並不顯著；2.對實驗組學生在「目標設定」、「自我監控」、「自我評價」、「自我修正」之後設認知表現有提升的效果。 二、動機方面：實驗教學對「低能力水準」國小學生在「工作價值」、「能力信念」、「精熟目標導向」之動機表現有提升的效果。 三、自我調整學習方面：1.對「低能力水準」國小學生在「自我效能提升」、「以負面誘因為基礎」、「情緒控制」之行動控制策略前後測表現上有交互作用；2.對於不同能力水準學生在「認知策略表現」之差異上，呈現「高能力」水準學生優於「中能力」水準學生，「中能力」水準學生優於「低能力」水準學生。 四、數學學業表現方面：1.對於低、中、高不同能力水準學生之數學學業表現差異並不顯著2.對實驗組學生在數學學業表現有提升的效果。

最後將研究發現，歸納成結論，並根據研究結果提出具體建議以供未來研究與教學上之參考。The purpose of this study were :1) to investigate the effect of the program on the metacognition performance of elementary school students with the different ability levels;2) to investigate the effect of the program on the motivation performance of elementary school students with the different ability levels;3) to investigate the effect of the program on the self-regulated learning performance of elementary school students with the different ability levels;4) to investigate the effect of the program on the math achievement of elementary school students with the different ability levels; 5)to provide suggestions for the implementation of goal setting into math curriculum in elementary school.

The design of nonequivalent pretest-posttest control group, as quasi-experiment design, was applied to the study. There are totally 60 students in the experiment group and 60 students in the comparison group. The instruments utilized to examine the metacognition performance, motivation performance, self-regulated learning performance, and math achievement of elementary school students with the different ability levels were “metacognition scale”, “motivation scale”, “self-regulated learning scale”, and “math accomplishment”. The collected data were analyzed by Mixed-designed three-way MANOVA and ANOVA. The findings were presented as the following:

1. As for metacognition, the training program on goal-setting had no significant effects on elementary school students with the different ability levels. However, students in experiment group demonstrated remarkable superiority in metacognition performance over that in comparison group. 2. As for motivation, the training program on goal-setting had significant effects on elementary school students with the low ability level. 3. As for action control strategies of self-regulated learning, the training program on goal-setting had significant effects on elementary school students with the low ability level. As for cognitional strategies of self-regulated learning, the training program on goal-setting had significant effects on elementary school students with the high ability level. 4. As for math achievement, the training program on goal-setting had no significant effects on elementary school students with the different ability levels. However, students in experiment group demonstrated remarkable superiority in math accomplishment over that in comparison group.

Based on the results of this study, the researcher also provided several suggestions for further development of goal-setting schooling and research.