| Summary: | 碩士 === 國立高雄師範大學 === 數學系 === 103 === The purposes of this research are as follows:
1. To explore whether the gender and academic achievement have differences in help
seeking behavior and metacognition.
2. To explore whether correlations among gender, academic achievement, help
seeking behavior, and metacognition exist.
3. To explore the coefficients of deternimation of help seeking behavior and
metacognition used to predict academic achievement.
This reserch is survey research, the instruments used in this study included mathematical learning questionnaire. Besed on the theoretical background, the scale of help seeking behavior has three subscales. They are instrunental help seeking, excutive help seeking, and avoidence of help seeking. On the other hand, the scale of metacognition has four subscales. They are strategy use, self-evaluation, self-monitoring, and self-reaction. The academic achievement is the average scores of the three midterm exams in the first semester of 2014 academic year. 243 subjects of freshmen were recruited. The statistical methods used to analyze the data were independent-samples t-test, chi-square test, correlation analysis, and regression analysis. The results of this research were summerized as follows:
1. Gender has significant differences in avoidence of help seeking and self-monitoring. 2. Academic achievement has significant differences in help seeking behavior and
metacognition.
3. Gender and academic achievement have no significant differences in choosing
subjects of help seeking.
4. There are no differences between gender and academic achievement.
5. There are correlations between help seeking behavior and academic achievement.
There are correlations between metacognition and academic achievement.
6. There are correlations between help seeking behavior and metacognition. There are
no correlations between help seeking behavior and seeking teacher help. There are
correlations between metacognition and seeking teacher help.
7. Instrumental help seeking, avoidence of help seeking, and metacognition can predict academic achievement. However, the coefficients of determination are too low, indicating that other facors affecting academic achievement exist.
Finally, based on the findings of this resrarch, we propose the suggestions for high school instruction, educational implications and suggestions for future research.
Key words: Help seeking Behavior, Metacognition.
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