應用模糊網絡分析法建構教育學門系所評鑑指標體系

全文

(1)95. 國立政治大學「教育與心理研究」 2014 年 6 月，37 卷 2 期，頁 95-126 DOI. 10.3966/102498852014063702004. 誰會是數學低成就者？⎯⎯低成就出現率、篩選方法與低成就類型之分析陳嘉成*. 薛人華**. 陳柏霖***. 摘. 趙珮晴****. 陳清溪*****. 要. 資優低成就學生是資源的浪費，要掌握此議題，必須先探討三個問題。一、低成就學生的出現率為何？不了解出現率，將無法評估與追蹤問題的嚴重性；二、低成就出現率與篩選方式有直接的關係，但什麼是相對較佳的方式呢？三、許多低成就學生的輔導策略，都未考慮低成就者的類型，難道數學低成就只有一種類型嗎？本研究從雙北市抽取3,312位七年級學生為對象來探討以上三個問題。結果發現：一、數學資優低成就學生的出現率為11.4%，比國外大多文獻所報告來得低；二、分析後建議採用「綜合法」是相對較佳的分類法；三、本研究將數學低成就學生區分為：臨界型、完美主義型、普遍型、焦慮型與習得無助型等五種低成就類型，文末對數學低成就的議題提出相關建議。. *. 陳嘉成（通訊作者）：國立臺灣藝術大學師資培育中心教授薛人華：國立臺灣師範大學教育心理與輔導學系博士候選人 *** 陳柏霖：玄奘大學應用心理學系助理教授 **** 趙珮晴：國立政治大學教育學系博士 ***** 陳清溪：教育部督學誌謝：本研究獲國科會專題研究補助，計畫編號（NSC 100-2410-H-144-001-MY3）特致謝忱。電子郵件：t0369@ntua.edu.tw **. 收件日期：2013.09.26；修改日期：2013.01.07；接受日期：2013.03.24.

(2) 96. 關鍵詞：低成就、低成就類型、低成就出現率、適應性學習組型.

(3) 97. Journal of Education & Psychology June, 2014, Vol. 37 No. 2, pp. 95-126. Who Could be the Underachievers of Mathematics? An Analysis of the Incidence, Identify Method, and Types of Underachievers Chia-Cheng Chen* Jen-Hua Hsueh** Po-Lin Chen*** Pei-Ching Chao**** Chin-His Chen*****. Abstract. Underachiever has been described as “one of the greatest social wastes” in Taiwan. To investigate this issue, three essential questions regarding underachievement were elaborated: First, what was the incidence of underachievers on math? Second, since the incidence of underachievers varied with the methods to identify them, which one would be the best way? Third, many literatures were discussing how to help and provide necessary counsel to underachievers without considering the types of them. Therefore, were there different types of underachievers? Was there only one type of underachievers? The data of the study was based on a sample of 3,312 students studying the 7th grade. *. Chia-Cheng Chen (Corresponding Author): Professor, Teacher Education Center, National Taiwan University of Arts ** Jen-Hua Hsueh: Doctoral Candidate, Department of Educational Psychology and Counseling, National Taiwan Normal University *** Po-Lin Chen: Assistant Professor, Department of Applied Psychology, Hsuan Chuang University **** Pei-Ching Chao: Ph.D., Department of Education, National Cheng-Chi University ***** Chin-His Chen: Inspector, Ministry of Education E-mail: t0369@ntua.edu.tw Manuscript received: 2013.09.26; Revised: 2013.01.07; Accepted: 2013.03.24.

(4) 98. from junior high schools in Northern Taiwan. The results were as follows: (1) The incidence for underachievers was 11.4%, that was far less than the reports from the western literatures. (2) It was proposed that the integrated method was the better method to identify the underachievers from the achievers. (3) Five types of underachievers on math were identified: Borderline, Perfectionism, Average, Anxiety and Hopelessness by applying latent profile analysis. Based on the findings of this study, pedagogical implications for underachievement were discussed and provided for underachievers of math.. Keywords: underachievement, types of underachievers, underachiever, adaptive learning pattern. incidence. of.

(5)

(6)

(7)

(8)

(9)

(10)

(11)

(12)

(13)

(14)

(15)

(16)

(17)

(18)

(19)

(20)

(21)

(22)

(23)

(24)

(25)

(26)

(27) 誰會是數學低成就者？⎯⎯低成就出現率、篩選方法與低成就類型之分析. 則由.20到.57。本研究建議，應配合第四點建議，在擬訂輔導方案或是輔導手冊之後，協助現場教師辨識「誰是低成就學生」，以利於後續輔導方案的實. 121. 吳靜吉、林偉文、劉士豪（1998）。成就目標量表。未出版手稿。【Wu, J. J., Lin, W. W., & Liu, S. H. (1998). Achievement goals scale. Unpublished manuscript.】. 施。. 吳靜吉、程炳林（1992）。激勵學習策略量表。未出版手稿。. 參考文獻. 【Wu, J. J., & Cherng, B. L. (1992). Motivated strategies for learning questionnaire. Unpublished manuscript.】. 毛國楠、程炳林（1993）。目標層次與目標導向對大學生自我調整學習歷程之影響。教育心理學報，26，85-106。. 李乙明（1992）。關注低成就資優生。特教園丁，8（1），27-31。. 【Mao, K. N., & Cherng, B. L. (1993). The effects of goal orientation and goal specificity on college students’ selfregulated learning. Bulletin of Educational Psychology, 26, 85-106.】. 余民寧（1987）。考試焦慮、成就動機、學習習慣與學業成績之研究（未出版碩士論文）。國立政治大學，臺北市。【Yu, M. N. (1987). The relationships between test anxiety, achievement motivation, learning habits, and academic grades (Unpublished master’s thesis). Taipei, Taiwan: National Chengchi University.】. 吳裕益（1983）。低成就資優學生的教育。資優教育季刊，9，1-5。【 Wu. Y. Y. (1983). A study of gifted underachievers on educatiom. Gifted Education, 9, 1-5.】. 吳齊殷、張明宜、陳怡蒨（2008）。尋找機制與過程：長期追蹤研究的功用。α β γ 量化研究學刊，2，1-26。【Wu, C. I., Chang, M. Y., & Chen, I. C. (2008). Looking for the mechanism and the process: The function of panel study. α β γ Journal of Quantitative Research, 2, 126.】. 吳靜吉、余民寧、陳嘉成（1999）。自我設限策略量表。未出版手稿。【Wu, J. J., Yu, M. N., & Chen, C. C. (1999). Self-handicap strategy Scale. Unpublished manuscript.】. 【 Lee, I. M. (1992). Take care gifted underachievers. Special Educators Quarterly, 8(1), 27-31.】. 李宛諭（2004）。國中低成就資優生學習方式與大腦優勢之研究。論文載於國立臺東大學特殊教育中心（主編），東台灣特殊教育學術研討會論文集（頁116）。臺東縣：臺東大學特殊教育中心。【Lee, W. Y. (2004). A comparison study of gifted underachievers and gifted highachievers on learning style and brain dominance in junior high school. In Center of Special Education, National Taitung University (Eds.), Eastern-Taiwan of special education conference (pp.1-16). Taitung County: Center of Special Education, National Taitung University.】. 李宜玫（2012）。數學低成就學習動機之類型與區別分析─中小學弱勢學生與一般學生之比較。教育科學研究期刊， 57（4），39-71。【Lee, Y. M. (2012). Discriminating math lowachievement motivation patterns: Comparing disadvantaged and other students in elementary and junior high school, journal directory listing. Journal of Research in Education Science, 57(4), 3971.】. 李謹妏（2008）。談資賦優異學生低成就之診斷。中華民國特殊教育學會年刊， 12，215-226。.

(28) 122 教育與心理研究 37 卷 2 期. 【 Lee, C. W. (2008). Discussion of underachieving gifted students diagnostic. Annual Digest of Special Education Association of the Republic of China, 12, 215-226.】. 林清山、程炳林（1995）。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報，28，15-58。【 Lin, C. S., & Cherng, B. L. (1993). Relationship among students’ selfregulated factors and learning outcomes and on the effect of self-regulated reading comprehension training course. Bulletin of Educational Psychology, 28, 15-58.】. 施淑慎（2004）。成就目標、自我效能、以及策略使用考試焦慮上所扮演之角色。國立台北師範學院學報， 17 （1），355-378。【Shih, S. S. (2004). The role of achievement goals, self-efficacy, and strategy use in test anxiety. Journal of National Taipei Teachers College, 17(1), 355-378.】. 施淑慎（2010）。父母態度、教師之自主支持及心理控制與國中生完美主義傾向間關係之探究。彰化師大教育學報， 17，1-16。【Shih, S. S. (2010). An examination of the relations among parental attitudes, teacher autonomy support along with psychological control, and junior high students’ perfectionistic tendencies. Journal of Education National Changhua University of Education, 17, 1-16.】. 施淑慎、曾瓊慧、蔡雅如（2007）。國小學童之成就目標、動機與情感中介歷程以及學業成就間路徑模式之檢驗。測驗學刊，54（1），31-57。【Shih, S. S., Tseng, C. H., & Tsai, Y. J. (2007). Children’s achievement goals, motivational and affective processes, and academic achievement: An examination of a mediational model. Psychological Testing, 54(1), 31-57.】. 洪儷瑜（1995）。學習障礙者教育。臺北. 市：心理。【 Hung, L. Y. (1995). Learning disabilities’ education. Taipei, Taiwan: Psychological.】. 教育部統計處（2013）。教育統計查詢網。取自 https://stats.moe.gov.tw/qframe. aspx?qno=MQA1AA2 【 Department of Statistical, Ministry of Education (Taiwan) (2013). Education statistics. Retried from https://stats.moe. gov.tw/qframe.aspx?qno=MQA1AA2】. 郭生玉（1972）。國中低成就學生心理特質之分析研究。國立台灣師範大學教育研究集刊，15，451-534。【Kuo, S. Y. (1972). Analysis on psychological characteristics of underachievement students in public junior high schools. Bulletin of Educational Research, 15, 451534.】. 陳正嘉、柯慧貞、林旻沛、周鉦翔、陳廣圻（2011）。中文版多向度完美主義量表之心理計量分析。中華心理衛生學刊，24（1），61-96。【Chen, C. C., Ko, H. C., Lin, M. P., Chou, C. H., & Chen, K. C. (2011). Psychometric analyses of the Chinese version of the multidimensional perfectionism scale (CMPS): Reliability and validity. Formosa Journal of Mental Health, 24(1), 61-96.】. 陳淑美（1998）。數學焦慮症新解藥。光華雜誌，23（7），84-91。【Chen, S. M. (1998). Taking the anxiety out of learning math. Taiwan Panorama, 23(7), 84-91.】. 陳嘉成（2002）。成就目標、行動控制取向與數學能力知覺的中介效果對國中生數學學習行為組型之關係研究。教育與心理研究，25，629-656。【 Chen, C. C. (2002). The relationship of achievement goal, action control orientation and the mediating effect of perceived mathematical competence on learning behaviours patterns of junior high school students. Journal of Education &.

(29) 誰會是數學低成就者？⎯⎯低成就出現率、篩選方法與低成就類型之分析. Psychology, 25, 629-656.】. 陳嘉成（2004）。國中數學科高智商低成就學生學習行為構型之研究。測驗學刊，51（1），1-28。【 Chen, C. C. (2004). The research for the learning behavior profiles of underachievers in math in junior high school. Psychological Testing, 51(1), 1-28.. 陳嘉成（2006）。為什麼自我跛足？與數學能力知覺、測驗焦慮對學習行為組型的中介效果。測驗學刊，53（1），4978。【Chen, C. C. (2006). Why does student behave self-handicapping? The mediating effects of perceived competence and test anxiety on patterns of learning behavior. Psychological Testing, 53(1), 49-78.】. 陳嘉成（2007）。區別高低分群學生數學成就因素的國際比較⎯⎯以台灣、南韓、澳洲與塞普勒斯的TIMSS 2003學生背景變項為例。測驗學刊， 54 （2），377-402。【 Chen, C. C. (2007). The international comparison of factors that differentiate mathematics students: The effects of TIMSS 2003 students background information within Taiwan, Korea, Australia and Cyprus. Psychological Testing, 54(2), 377-402.】. 陳榮華（2004）。國民中學智力測驗更新版指導手冊。臺北市：中國行為科學社。【 Chen, R. H. (2004). Junior high school intelligence test guide in the new edition. Taipei, Taiwan: Chinese Behavioral Science Corporation.】. 葛昌平（1983）。國小資賦優異兒童低成就相關特質之研究（未出版之碩士論文）。臺北市：國立臺灣師範大學。【Ge, C. P. (1983). This study of correlation traits for underachieving gifted elementary school students (Unpublished master’s thesis). Taipei, Taiwan: National Taiwan Normal University.】. 123. 劉秀菊、丁原郁、鄭如安（2010）。現實治療團體輔導方案對國小國語科學業低成就學生學習態度與學習成就輔導效果之研究。教育心理學報，42（1）， 53-76。【Liu, H. C., Ting, Y. Y., & Cheng, J. A. (2010). Effects of a reality therapy group guidance program for underachieving elementary students in regard to their mandarin learning attitudes and achievements. Bulletin of Educational Psychology, 42(1), 53-76.】. 蔡文標、許天威、蕭金土（2003）。影響國小數學低成就學生數學成就的相關因素之研究。特殊教育學報， 17 ， 137。【Tsai, W. B., Hsu, T. W., & Hsiao, C. T. (2003). The related factors of mathematics underachievers for the elementary school on this population of students. Journal of Special Education, 17, 1-37.】. 蔡典謨（2004）。資優低成就的問題與界定。資優教育季刊，91，1-7。【 Tsai, D. M. (2004). The study of underachieving gifted problem and delineation. Gifted Education, 91, 1-7.】. Akaike, H. (1987). Factor analysis and AIC. Psychometrika, 52, 317-332. Ames, C. (1992). Classroom: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. Anderman, E., & Midgley, C. (2002). Methods for studying goals, goal structures, and patterns of adaptive learning. In C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 1-20). Mahwah, NJ: Erlbaum. Clemons, T. L. (2008). Underachieving gifted students: A social cognitive model (RM08234). Storrs, CT: The National.

(30) 124 教育與心理研究 37 卷 2 期. Research Center on the Gifted and Talented, University of Connecticut. Collins, L. M., & Lanza, S. T. (2010). Latent class and latent transition analysis for the social, behavioral, and health sciences. Hoboken, NJ: Wiley. Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented (6th ed.). Upper Saddle River, NJ: Pearson Education. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. Dziak, J. J., Coffman, D. L., Lanza, S. T., & Li, R. (2012). Sensitivity and specificity of information criteria (Technical Report No. 12-119). University Park, PA: The Methodology Center, Penn State. Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 416-475. Farquhar, W. W., & Payne, D. A. (1964). A classification and comparison of techniques used in selecting under- and over-achievers. Personnel and Guidance Journal, 42, 874-884. Feick, D. L., & Rhodewalt, F. (1997). The double-edged sword of selfhandicapping: Discounting, augmentation and the protection and enhancement of self-esteem. Motivation and Emotion, 21(2), 147-163. Flett, G. L., & Hewitt, P. L. (2002). Perfectionism and maladjustment: An overview of theoretical, definitional, and. treatment issue. In G. L. Flett & P. L. Hewitt (Eds.), Perfectionism: Theory, research, and treatment (pp. 5-31). Washington, DC: American Psychological Association. Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14(5), 449-468. Gowan, J. C. (1955). The underachieving child: A problem for everyone. Exceptional Children, 21, 247-249, 270271. Hewitt, P. L., & Flett, G. L. (1991). Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychopathology. Journal of Personality and Social Psychology, 60, 456-470. Kadane, J. B., & Lazar, N. A. (2004). Methods and criteria for model selection. Journal of the American Statistical Association, 99, 279-290. Klein, A. G., & Muthén, B. O. (2007). Quasimaximum likelihood estimation of structural equation models with multiple interaction and quadratic effects. Multivariate Behavioral Research, 42(4), 647-673. Lau, K. L., & Chan, D. W. (2001). Identification of underachievers in Hong Kong: Do different methods select different underachievers? Educational Studies, 27(2), 187-200. Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students’ motivation and learning. Journal of Educational Psychology,.

(31) 誰會是數學低成就者？⎯⎯低成就出現率、篩選方法與低成就類型之分析. 97(2) , 197-213. Lupart, J. L., & Pyryt, M. C. (1996). “Hidden Gifted” students: Underachiever prevalence and profile. Journal for the Education of the gifted, 20(1), 36-53. Mandel, H. P., Marcus, S. I., & Dean, L. (1995). Could do better: Why children underachieve and what to do about it. New York, NY: Wiley. McLachlan, G. J. (2011). Commentary on Steinley and Brusco (2011): Recommendations and cautions. Psychological Methods, 16(1), 80-81. Midgley, C., Maehr, M. L., Hicks, L., Roeser, R., Urdan, T., Anderman, E., … Middleton, M. (1997). Manual for the patterns of adaptive learning survey (PALS). Ann Arbor, MI: University of Michigan. Muthén, B., & Muthén, L. K. (2000). Integrating person-centered and variablecentered analyses: Growth mixture modeling with latent trajectory classes. Alcoholism: Clinical and Experimental Research, 24, 882-891. Muthén, L. K., & Muthén, B. O. (1998-2010). Mplus User’s Guide (6th ed.). Los Angeles, CA: Muthén & Muthén. Nurmi, J., Onatsu, T., & Haavisto, T. (1995). Underachievers’ cognitive and behavioral strategies-self-handicapping at school. Contemporary Educational Psychology, 20, 188-200. Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling, 14(4), 535-569.. 125. Prapavessis, H., Grove, J. R., Maddison, R., & Zillmamm, N. (2001). Selfhandicapping tendencies, copping, and anxiety responses among athletes. Psychology of Sport and Exercise, 4, 357-375 Peterson, J. S., Duncan, N., & Canady, K. (2009). A longitudinal study of negative life events, stress, and school experiences of gifted youth. Gifted Child Quarterly, 53, 34-49. Pintrich, P. R., & DeGroot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college. In M. L. Maehr, & P. R. Pintrich, P. R. (Eds.), Advanced in motivation and achievement: Goals and self-regulatory processes (Vol.7, pp. 371-402). Greenwich, CT: JAI Press. Ramaswamy, V., DeSarbo W. S., Reibstein, D. J., & Robinson, W. T. (1993). An empirical pooling approach for estimating marketing mix elasticities with pims data. Marketing Science, 12, 103-124. Rubenstein, L. D., Siegle, D., Reis, S. M., McCoach, D. B., & Burton, M. G. (2012). A complex quest: The development and research of underachievement interventions for gifted students. Psychology in the Schools, 49, 678-694. Schwartz, G. (1978). Estimating the dimension of a model. The Annals of Statistics, 6, 461-464..

(32) 126 教育與心理研究 37 卷 2 期. Sclove, L. (1987). Application of modelselection criteria to some problems in multivariate analysis. Psychometrika, 52, 333-343. Seeley, K. R. (1993). Gifted students at risk. In L. K. Silverman (Ed.), Counseling the gifted and talented (pp. 263-276). Denver, CO: Love. Trouilloud, D., Sarrazin, P., Bressoux, P., & Bois, J. (2006). Relation between teachers’ early expectations and students’ later perceived competence in physical education classes: Autonomy-supportive climate as a moderator. Journal of Educational Psychology, 98(1),75-86. Urdan, T., & Midgley, C. (2003). Changes in the perceived classroom goal structure and patterns of adaptive learning during early adolescence. Contemporary Educational Psychology, 28, 524-551. Urdan, T., Midgley, C., & Anderman, E. M. (1998). The role of classroom goal structure in students’ use selfhandicapping strategies. American Educational Research Journal, 35(1), 101-122. Vermunt, J. K. (2011). K-means may perform as well as mixture model clustering but may also be much worse: Comment on Steinley and Brusco (2011). Psychological Methods, 16, 82-88. Wang, C. P., Brown, C. H., & BandeenRoche, K. (2005). Residual diagnostics for growth mixture models: Examining the impact of a preventive intervention on multiple trajectories of aggressive behavior. Journal of the American Statistical Association, 100, 1054-1076. Whitmore, J. R. (1980). Gifted, conflict, and. underachievement. Boston, MA: Allyn & Bacon. Yang, C. (2006). Evaluating latent class analyses in qualitative phenotype identification. Computational Statistics & Data Analysis, 50, 1090-1104. Zuckerman, M., Kieffer, S. C., & Knee, C. R. (1998). Consequences of selfhandicapping: Effects on coping, academic performance and adjustment. Journal of Personality and Social Psychology, 74, 1619-1628..

(33)