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題名 | 學童自我調整學習之調查研究=School Children's Self-Regulated Learning: A Survey Study |
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作者 | 林建平; Lin, Chien-ping; |
期刊 | 臺北市立師範學院學報. 教育類 |
出版日期 | 20040300 |
卷期 | 35:1 民93.03 |
頁次 | 頁1-23 |
分類號 | 521.12 |
語文 | chi |
關鍵詞 | 自我調整學習; 學習動機; 行動控制; 認知策略; 後設認知; Self-regulated learning; Learning motivation; Action control; Cognitive strategies; Metacognition; |
中文摘要 | 本研究的目的:(1)編製適用於國小高年級學童的自我調整學習量表,並驗證其信度與效度。(2)以臺北市國小六年級學童1400人為對象,調查學童的自我調整學習的狀況;比較男女生在自我調整學習上的差異情形;比較不同家庭社經水準學童在自我調整學習上的差異;調查智力、自我調整學習、與學業成績的關係。研究結果顯示:(1)本量表的信度頗佳,效度尚佳。(2)六年級學童的自我調整學習具中上水準。(3)女生的自我調整學習一般優於男生。(4)高和中社經水準家庭的學童其自我調整學習大體上優於低社經水準家庭的學童。(5)智力和學業成績的正相關高於自我調整學習與學業成績的正相關。(6)智力和自我調整學習可顯著預測各科學業成績。(7)學習動機可直接影響學業成績,並可透過後設認知影響學業成績,而行動控制及認知策略並未直接影響學業成績。 研究者並針對研究結果加以討論,且對學習輔導和未來研究提出建議。 |
英文摘要 | The purposes of the study are: (1)to compile Self-Regulated Learning Inventory suitable for school children in grade 6 and verify its reliability and validity. (2)With 1400 school children in Taipei as a target to investigate their conditions of self-regulated learning, in order to compare and contrast their differences in self-regulated learning, the impacts of different economic and social conditions on their self-regulated learning performance, the relationship between their intelligence, self-regulated learning, and academic scores. The result of the study indicates: (1)this evaluation chart has high reliability and good validity; (2)grade 6 students’ conditions in self-regulated learning are at the upper intermediate level; (3) female school children’s self-regulated learning is generally better than their male counterparts; (4)the school children from families of upper and middle economic and social standards perform better in self-regulated learning than those of lower standards; (5)the positive relationship between intelligence and academic performance is higher than that between self-regulated learning and academic performance; (6)intelligence and self-regulated learning can predict academic achievements in every subject obviously; (7)learning motivation can affect academic achievements directly and influence academic achievements through metacognition; meanwhile action control and cognitive strategy do not affect academic accomplishments directly. The researcher continues to discuss further, targeting her research and present suggestions for learning assistance and future research. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。