國中學生學習行為之研究

學習的基礎，建立在興趣與需要上，而學習效果則建立在適當的學習行為上。學習能力固然重要，但是養成適當的學習方法、良好的學習習慣和正確的學習態度更為重要，蓋因後者能使我們獲得事半功倍的學習效果。根據調查結果，大多數國中學生在學習方法、學習習慣和學習態度等方面的困擾很大〈邱維城，民62；曾寶珠，民66〉，探究其因，國中學生因免試入學，程度難免參差不齊；再者，國中間段學習材料、學習方式和學習環境俱與國小有別，一時適應不易，而造成種種學習困擾。就教師而言，與其讓國中學生在嘗試錯誤中摸索、喪失信心，倒不如主動負起責任，指導學生，使其學習有效的學習行為，幫助他們獲得信心。然而，有效的學習行為為何？它對學業成績有何影響？再者，不同人格類型、以及不同家庭社經地位的男女學生在學習行為上是否有異？在今日國中學習輔導大力推動之際，這些是值得探究的問題。

The main purposes of this study were to examine first of all whether students’ behaviour is affected by factors such as sex， academic achievement， personality type and social and economic status. Then， how the students’ academic achievement influenced by the learning behaviour? The samples used in this work were taken from five hundred and sixty-three eighth grade students in four junior high schools respectively in the Taipei City. Gilford Personality Test， Investigations of Personal Basic Information and Junior-High-School-Students Learning Behaviour Inventory were conducted in this work. The obtained data were statistically analyzed by two-facts analysis of variance and stepwise multiple regression analysis.The results of the study were as follows：1.Sex makes difference—schoolgirls were always superior to schoolboys in the learning behavior.2.The academic achievement played an important role， as the learning behavior was concern. No interaction of study skills. Generally speaking， students with high grade usually did better in learning behavior than those with middle grade did， while students with poor grade did the worst.3.Personality made significant difference in learning behavior. Students of calm type and directive type had better learning behavior than those of average type did， while students of black and eccentric type did the worst.4.There was no significant difference between students of different SES in learning behavior， except that students with upper-class performed better than those with low-class of SES.5.There was medium and significant relationship between academic achievement. Nine dimensions of learning behavior time schedure， study skills， examination-taking skills， attention， and voluntary study can account for and predict one third variance of students’ academic achievement.