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博碩士論文 etd-0623104-155345 詳細資訊
Title page for etd-0623104-155345
論文名稱
Title
國小高年級學童多元智能、行動控制、自我調節、人口變項與生活問題解決能力之關係
The Relationships between Pupils’ Multiple Intelligences, Action Control, Self-Regulation, Demographic Variables and Their Everyday Problem-Solving Competences
系所名稱
Department
畢業學年期
Year, semester
語文別
Language
學位類別
Degree
頁數
Number of pages
293
研究生
Author
指導教授
Advisor
召集委員
Convenor
口試委員
Advisory Committee
口試日期
Date of Exam
2004-06-18
繳交日期
Date of Submission
2004-06-23
關鍵字
Keywords
多重問題解決、生活問題解決測驗、自我調節、多元智能、生活問題解決、行動控制
Multiple Intelligences, Everyday Problem-Solving Test, Action Control, Everyday Problem Solving, Multiple Problem Solving, Self-regulation
統計
Statistics
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The thesis/dissertation has been browsed 5679 times, has been downloaded 2465 times.
中文摘要
本研究旨在探討國小高年級學童多元智能、行動控制、自我調節、人口變項(年級、性別、出生序)與生活問題解決能力之關係。本研究以高雄市立國小五、六年級學童453人為研究對象(男生238人,女生215人),所使用的工具包括「多元智能評量表」、「行動取向量表」、「自我調節學習策略量表」及「生活問題解決測驗」。資料分析以描述統計、單因子多變量變異數分析、單因子單變量變異數分析、典型相關及區別分析等統計方法進行分析。
本研究的主要發現如下:
一、受試樣本的整體生活問題解決能力屬於偏低的程度;其中,「界定多重問題」和「決定優先順序」之發展屬於中等以上的程度,而「提出解決方法」和「決定最佳解決方法」屬於偏低的程度。
二、受試樣本的多元智能、行動控制、自我調節之發展概況屬於中等以上的程度。
三、多元智能較高的國小高年級學童在生活問題解決的表現較佳;多元智能的「邏輯-數學智能」與生活問題解決能力的「提出解決方法」及「決定最佳解決方法」的關聯最大。
四、行動取向的國小高年級學童在生活問題解決的表現上優於狀態取向的學童;行動控制的「失敗時無思考固著」及「決定時無猶豫不決」與生活問題解決能力的「提出解決方法」的關聯最大。
五、自我調節機制較強的的國小高年級學童在生活問題解決的表現較佳;自我調節的「自我評估與信心」與生活問題解決能力的「提出解決方法」的關聯最大。
六、六年級學童的整體生活問題解決能力優於五年級的學童,而且其在「決定優先順序」、「提出解決方法」及「決定最佳解決方法」的能力優於五年級學童。
七、國小高年級男女學童在生活問題解決能力的整體和四項指標的表現沒有差異。
八、不同出生序的國小高年級學童在生活問題解決能力的表現有差異;排行第一(包括獨生子女和長子女)在「界定多重問題」及「提出解決方法」兩項指標上顯著優於中間子女。
九、國小高年級學童的多元智能、行動控制、自我調節及人口變項能區別生活問題解決能力高、中、低三組,其中以對生活問題解決測驗的「高分組」學童的區別力最佳。

最後,根據本研究之主要發現提出若干意見,以供教育相關機構、教師、父母與未來研究之參考。
Abstract
The main purpose of this study was to explore the relationships between pupils’ multiple intelligences, action control, self-regulation, demographic variables, and their competences of everyday problem solving. The participants were 453 fifth and sixth graders (238 boys and 215 girls) sampling from elementary schools in Kaohsiung City. The employed instruments included The Multiple Intelligences Appraisal, The Action Control Scale (ACS), The Self-regulated Learning Strategies Inventory, and The Everyday Problem-Solving Test (EPST). The applied analysis methods were Descriptive Statistics, One-way Multivariate Analysis of Variance, One-way Analysis of Variance, Canonical Correlation Analysis, and Discriminant Analysis.
The main findings of this study were as follows:
1.The participants were not very competent in everyday problem solving. Among the four indices of everyday problem solving, the participants had comparably better abilities in “defining multiple problems” and “setting priority” than those in “proposing solutions” and “deciding the best solution”.
2.The participants’ development of multiple intelligences and their abilities in action control as well as self-regulation were in above-average level.
3.The pupils who had higher multiple intelligences outperformed their counterparts in everyday problem solving; moreover, the pupils’ logical-mathematical intelligence was strongly correlated with their problem solving abilities of “proposing solutions” and “deciding the best solution”.
4.Pupils with the action-oriented style of action control outperformed those with the state-oriented style in everyday problem solving; in addition, the pupils’ abilities in dealing with ”non-preoccupation with failure” and “non-hesitation with decision” were positively correlated with their problem solving ability of “proposing solutions”.
5.The pupils who had more mechanism of self-regulation outperformed their counterparts in everyday problem solving; besides, the pupils’ “self-evaluating and confidence” in self-regulation was highly correlated with their problem solving ability of “proposing solutions”.
6.The sixth graders’ overall competence in everyday problem solving was better than that of the fifth graders. Moreover, the sixth graders outperformed the fifth graders on the abilities of “setting priority”, “proposing solutions”, and “deciding the best solution”.
7.There were no significant gender differences on the pupils’ overall performance in everyday problem solving, nor on the four indices of everyday problem solving.
8.Birth order had significant effects on the pupils’ performance of everyday problem solving. More specifically, those first-born pupils (including the only child and the first born children) outperformed the middle-born pupils in “defining multiple problems” and “proposing solutions”.
9.The pupils’ multiple intelligences, action control, self-regulation, and demographic variables could jointly predict their ability group of everyday problem solving, among the three levels of ability group, the “high ability” group could be best predicted.

Finally, after discussion, some suggestions were proposed for educational institutions, teachers, parents and future further studies.
目次 Table of Contents
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…………………………………… 10
第三節 名詞釋義………………………………………………… 11

第二章 文獻探討
第一節 問題解決………………………………………………… 15
第二節 多元智能與生活問題解決能力之關係………………… 56
第三節 行動控制與生活問題解決能力之關係………………… 71
第四節 自我調節與生活問題解決能力之關係………………… 90
第五節 人口變項與生活問題解決能力之關係………………… 107
第六節 研究假設………………………………………………… 114

第三章 研究方法
第一節 研究架構………………………………………………… 117
第二節 研究對象………………………………………………… 119
第三節 研究工具………………………………………………… 120
第四節 實施程序………………………………………………… 130
第五節 資料分析………………………………………………… 131
第六節 研究限制………………………………………………… 132

第四章 研究結果
第一節 初步資料分析….…………………………………………135
第二節 多元智能與生活問題解決能力之關係………………… 153
第三節 行動控制與生活問題解決能力之關係………………… 158
第四節 自我調節與生活問題解決能力之關係………………… 163
第五節 人口變項與生活問題解決能力之關係………………… 169
第六節 多元智能、行動控制、自我調節、人口變項與生活問題解決能力之關係…………………………………………………………… 178

第五章 討論、結論與建議
第一節 討論……………………………………………………… 183
第二節 結論……………………………………………………… 213
第三節 建議……………………………………………………… 216

參考書目
一、中文部份……………………………………………………… 227
二、西文部份……………………………………………………… 230

附錄
附錄一 生活問題解決測驗題本………………………………… 241
附錄二 生活問題解決測驗之編製……………………………… 252
附錄三 研究工具使用同意書…………………………………… 269
附錄四 多元智能、行動控制與自我調節量表………………… 272
附錄五 本研究所有變項之相關係數矩陣……………………… 280
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