國小學生運作記憶、自我調節表現與數學解題能力關係之研究

The Inter-relationships Among Mathematical Problem Solving and Self-regulation with Working Memory for First Graders

本研究係以解題能力、運作記憶與自我調節表現為關聯變項進行關係研究，採叢集隨機取樣抽取嘉義縣市國小一年級學生共477人，搭配三關聯變項之評估工具及量表進行資料蒐集。經二因子多變項變異數及降步分析發現解題運作記憶、自我調節表現與解題能力各層面間具有影響關係（含因子組合之顯著交互作用及主要效果），經典型相關分析發現解題運作記憶、自我調節表現與解題能力二者或三者各層面間存有顯著正向且可互為解釋之變異關係，經結構方程模式分析發現解題運作記憶、自我調節表現與解題能力二者或三者各層面間具有明顯之潛在因徑結構關係，且彼此間亦具顯著正向潛在影響關係。此對三關聯變項之教學中介及發展關係探討均具啟示。

The focus of this study is on the inter-relationships among the self-regulation and working memory with mathematical problem solving. The subjects are composed of 477 first graders coming from Chiayi by cluster and random sampling. All subjects received the testing with relevant instruments, then the datas be analyzed statistically. The results are indicated as following. First, it is found that the influential inter-relationships are existed among three target variables through MANOVA and step-down F test. Second, it is found that the multiple inter-correlationships and explained variances are existed among three target variables through canonical correlation analysis. Third, it is found that the inter-correlationships included latent paths are existed among three target variables through structural equation model (SEM) analysis. All the implications of instruction and research are provided.