| Summary: | 碩士 === 國立新竹教育大學 === 人資處輔導教學碩士班 === 99 === This research aims at probing into the relation of the pupil of primary school ‘learning style’,‘self-concept’, ‘action control strategy’ and ‘mathematics study achievement’. This research include students who studied at Taoyuan Country School in 2010 , and amounts to students of grade five of 11 school‘s, it is urban area 6 schools, suburb area 2 schools,and remote area 3 schools , it is 755 pupils altogether.
The researcher offered ‘learning style questionnaire’, ‘self-concept’, ‘action control strategy’ and ‘mathematics study achievement’s test’, etc. In order to describe statistical analysis, ANOVA analysis, Bivariate Correlations and Regression analysis.
This result of study was found as follows:
1.Different reflector type in ‘learning style’ have difference ; but ‘self-concept’ and ‘action
control strategy’ has no difference , for person who think pupil of sex.
2.Reflector type in ‘learning style’ is mostly persons who think, secondly it is activist type;
In addition , lean to the theorist type and pragmatist type.There are less using types, and by
leaning to pragmatist type fewest.
3.The pupil of primary school of the different ‘learning style’ does not have difference on
the ‘self-concept’ ; In ‘action control strategy’ and ‘mathematics study achievement’
have difference.
4.The pupil of primary school in various different degree of the ‘self-concept’ and ‘action
control strategy’ on the ‘mathematics study achievement’ have difference.
5.The ‘mathematics study achievement’, with ‘learning style’ is reflector type , theorist type
and pragmatist type , with ‘self-concept’ is study type and social type , with ‘action
control strategy’ have positive relevant, in addition , the ‘mathematics study achievement’ , with ‘learning style’ is activist type , with ‘self-concept’ is negative
oneself type have negative relevant.
6.The pupil of primary school ‘learning style’ and ‘action control strategy’ have strength of
predicted to the ‘mathematics study achievement’.
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