知識信念影響學習運作模式之驗證

The Verification of Epistemological Beliefs in Learning Process Model

目前在知識信念的心理學研究領域中，強調學習者對學習與知識的想法會影響其學習歷程。本研究目的是綜合有關文獻，提出一個知識信念影響學習運作模式，此模式包括知識信念、學習動機、行動控制及學習策略四個潛在變項 15 個觀察指標，並採用結構方程模式的方法，蒐集觀察資料以考驗理論模式的適配度。觀察資料來自台灣北部地區五所國中學生共 412 人，研究工具包括知識信念量表、學習動機量表、行動控制策略量表及學習策略量表等。研究結果顯示：除易受樣本數影響的卡方考驗外，本研究的知識信念影響學習運作模式與觀察資料可以適配，模式中各潛在變項間的效果也能支持最近知識信念與學習的理論。本研究依據結果進行討論，並提出未來研究的建議。

Recent research on epistemological beliefs emphasized that learners’ notion about the nature of knowing and knowledge influences their learning process. The purposes of this study were to integrate literature on epistemological beliefs and learning， and to propose an Epistemological Beliefs in Learning Process Model that includes four components of epistemological beliefs， learning motivation， action control， and learning strategies. This study verified the goodness of fit between empirical data and theoretical model by using the method of structural equation modeling. Participants were 412 students from five junior high schools in Northern Taiwan. The instruments included Epistemological Beliefs Inventory， Learning Motivation Inventory， Action Control Strategies Inventory， and Learning Strategies Inventory. Whereas the Chi-square test may be influenced by sample size， the results showed that Epistemological Beliefs in Learning Process Model fitted the observed data well， and the effect analysis of latent variables supported recent theories about epistemological beliefs and learning. Suggestions for further research are proposed.