The Relations among Temperament, Self-Regulation, and Academic Achievement in Adolescence
吳承津、謝智玲
E-mail: 9800858@mail.dyu.edu.tw
ABSTRACT
This study focuses on the interaction between temperament, self-regulation, and academic achievement in adolescence. The sample consisted of 1200 junior high school students from Taiwan. Temperament (Sociability, Activity, Emotionality) was assessed by the EAS (Temperament Questionnaire EAS) for adolescence, self-regulation by the SRS( Self-Regulatory Scale), and academic
achievement by”The Committee of The Basic Competence Test for Junior High School Students.” The first purpose of this study was to explore the relations among adolescence temperament (emotionality, activity, sociality), self-regulation, and academic achievement in junior high school students in Taiwan . The second purpose of this study was to examine self-regulation variables which were stronger predictors of academic achievement than were temperament variables and mediated the relations between temperament indicator and academic achievement from adolescence. There are four results in this study. (1) temperament variables, self-regulation variables and academic achievement were significantly correlation. (2)Sociality variables were significantly positive correlation in self-regulation variables and academic achievement. (3)Emotionality variables and activity variables were significantly negative correlation in self-regulation variables and academic achievement.(4) Emotionality of temperament variables could negative predict self-regulation variables. (5)self-regulation variables could positive predict academic achievement in adolescence. (6)
temperament variables could predict academic achievement in adolescence. (7)Self-regulation variables which were stronger predictors of academic achievement than were temperament variables and mediated the relations between temperament indicator and academic achievement from adolescence.
Keywords : adolescence、temperament、self-regulation、academic、achievement Table of Contents
內容目錄 中文摘要 ．．．．．．．．．．．．．．．．．．．．． iii 英文摘要 ．．．．．．．．．．．．．．．．
．．．．． iv 誌謝辭 ．．．．．．．．．．．．．．．．．．．．． vi 內容目錄 ．．．．．．．．．．．．．．
．．．．．．． vii 表目錄 ．．．．．．．．．．．．．．．．．．．．． ix 圖目錄 ．．．．．．．．．．．．
．．．．．．．．． x 第一章 緒論．．．．．．．．．．．．．．．．．．． 1 第一節 研究動機與目的．．
．．．．．．．．．． 1 第二節 研究問題．．．．．．．．．．．．．．． 5 第三節 研究假設．．．．
．．．．．．．．．．． 6 第四節 名詞解釋．．．．．．．．．．．．．．． 6 第二章 文獻探討．．．．．
．．．．．．．．．．．．． 8 第一節 氣質之內涵．．．．．．．．．．．．．． 8 第二節 自我調節．
．．．．．．．．．．．．．． 18 第三節 氣質、自我調節與學習成就之關係．．．． 25 第三章 研究方法．
．．．．．．．．．．．．．．．． 34 第一節 研究架構．．．．．．．．．．．．．．． 34 第二節 研 究對象．．．．．．．．．．．．．．． 36 第三節 研究工具．．．．．．．．．．．．．．． 37 第四節 資料分析．．．．．．．．．．．．．．． 42 第四章 分析與結果．．．．．．．．．．．．．．．． 44 第一 節 調查樣本的結構分析．．．．．．．．．． 44 第二節 描述性統計分析．．．．．．．．．．．． 45 第三節 青少年氣質、自我調節與學習成就之相關 情形分析．．．．．．．．．．．．．．．． 46 第四節 青 少年氣質、自我調節與學習成就之預測． 47 第五節 青少年氣質、自我調節與學習成就之．．． 中介情形．．．
．．．．．．．．．．．． 50 第五章 討論與建議．．．．．．．．．．．．．．．． 53 第一節 討論．．．
．．．．．．．．．．．．．． 53 第二節 建議．．．．．．．．．．．．．．．．． 69 參考文獻 ．．．．
．．．．．．．．．．．．．．．． 63 附錄 ．．．．．．．．．．．．．．．．．．．．．． 83 表目錄 表 2- 1 自 我調節理論整理表．．．．．．．．．．．．． 20 表 2- 2 學習功能之自我調節理論整理表．．．．．．．． 23 表 2- 3 氣 質與自我調節關係表．．．．．．．．．．．． 27 表 3- 1 氣質項目分析表．．．．．．．．．．．．．．． 39 表 3- 2 自 我調節向自我調節項目分析表．．．．．．．． 41 表 4- 1 樣本人數分配及百分比分析表．．．．．．．．． 45 表 4- 2- 青少年氣質、自我調節與學習成就平均數與標準差分析表．．．．．．．．．．．．．．．．．．． 45 表 4- 3 各研究變 項間之平均數、標準差及積差相關．．． 分析表．．．．．．．．．．．．．．．．．．． 47 表 4- 4 氣質對學習成就之 迴歸分析摘要表．．．．．．． 48 表 4- 5 自我調節對學習成就之迴歸分析摘要表．．．．． 48 表 4- 6 氣質對自我調節之 迴歸分析摘要表．．．．．．． 49 表 4- 7 自我調節在氣質對基測總分學習成就．．．．．． 階層迴歸分析表．．．．．
．．．．．．．．．．． 51 表 4- 8 自我調節在氣質對學習成就間的中介效果 摘要表．．．．．．．．．．．．．．．．
．．． 51 表 5- 1 各項假設考驗主要結果摘要表．．．．．．．．． 53 圖目錄 圖 3- 1 研究架構圖．．．．．．．．．．
．．．．．．． 34 圖 3- 2 中介變項要件圖．．．．．．．．．．．．．．． 35 圖 4- 1 氣質在情緒性與自我調節之間的 中介效果圖．．．．．．．．．．．．．．．．． 51
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