再歸因諮商對國中學生課業困擾、可處理視框及學習策略使用之效果研究

• Main Author: 高鶴珊
• Other Authors: 林清文
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/37924241049035353352

碩士 === 國立彰化師範大學 === 輔導與諮商學系所 === 96 === Abstract This research was to figure out the effect of reattribution counseling on academic attribution, academic solubility perspective, the self-regulated learning strategies, and achievement of junior high school students. This research took symmetrical group design, whose targets were 50 students in 4 junior high schools in north of Taiwan. These students in 8 grade were estimated as having low school achievement by the counseling center or their tutors. After pretest, 50 students were invited as targets in official experiment. Not interference in learning was a prerequisite for that 25 students were distributed randomly to the experimental group, and 25 to the controlled group. In the experimental stage, the experimental group took the reattribution counseling three or four times, while the controlled group, which will took attribution retraining after the experimental stage, took none. This research measured the dependent variables for both groups sample in the post test , based on Academic Attribution Scales, Academic Attendable Viewpoint Scales, Cognitive Field in Self-regulated Learning Strategy Scales, and achievement (T-score). The data obtained was analyzed with t test. The abstracts were as following: 1.The reattribution counseling can change the academic attribution of junior high school students. 2.The reattribution counseling can advance the academic solubility perspective of junior high school students. 3.The reattribution counseling can improve the cognitive field in self-regulated learning strategies of junior high school students. 4.The reattribution counseling has no eminence effect on results of study of junior high school students. The researcher presents related suggestions of actual work and follow-up researches based on conclusion.