國小中低年級學生解題檢核能力與自我調節表現之關係研究

The Inter-relationships between Checking and Self-regulation in Word Problem Solving for First to Third Graders

本研究係以解題檢核能力與自我調節表現為涉入變項進行關係研究，採叢集隨機取樣抽取嘉義縣市一二三年級學生共473人，搭配涉入變項之調查表、量表及相關作業進行資料蒐集。經描述統計、多變項變異數及降步分析發現不同屬性變項（含自我調節表現）對解題檢核能力具有不同影響關係（表現組型、因子組合之顯著交互作用及主要效果）。經相關預測及典型相關分析發現解題檢核能力與自我調節表現二者各層面間存有顯著正向且可互為解釋之變異關係，但其預測關係隨受試屬性不同而有增減。經關係結構分析發現解題檢核能力與自我調節表現二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 between the self-regulation and checking in word problem solving. The subjects are composed of 473 first to third graders coming from Chiayi by cluster and random sampling. All subjects received the testing with relevant instruments, then the data be analyzed statistically. The results are indicated as following. First, it is found that the influential inter-relationships are existed between two target variables through descriptive statistics, MANOVA and step-down F test. Second, it is found that the multiple inter-relationships and explained variances are existed between two target variables through regression and canonical correlation analysis, but the degrees of prediction varied by samples' attributes. Third, it is found that the inter-relationships included latent paths are existed among two target variables through structural equation model analysis. All the implications of instruction and research are provided.