大學生學習工作、動機問題與自我調整學習策略之關係__臺灣人文及社會科學引文索引資料庫

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題名：	大學生學習工作、動機問題與自我調整學習策略之關係
書刊名：	教育心理學報
作者：	程炳林
作者(外文)：	Cherng, Biing-lin
出版日期：	2002
卷期：	33:2
頁次：	頁79-101
主題關鍵詞：	自我調整學習；動機調整；訊息處理策略；後設認知策略；行動控制；Self-regulated learning；Motivational regulation；Cognitive strategy；Metacognitive strategies；Action control
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(61) 博士論文(17) 專書(0) 專書論文(0) 排除自我引用:59 共同引用:220 點閱:155

　　　　　最近自我調整學習的研究已經顯示學習者會使用各種不同的策略來調整自己的努力程度。但是至今仍很少有研究探討學習情境與調整行為之間的交互關係。基於此，本研究的目的在探討國內大學生究竟是使用哪些策略來調整自己的努力程度，並分析大學生在從事不同的學習工作且面對不同的動機問題時，其調整策略的使用是否會隨情境而改變。受試者是109位大學生，使用的測量工具是研究者自編的調整策略開放式量表。研究結果顯示：(－)國內大學生使用的調整策略非常多樣化，包括動機調整、訊息處理、後設認知、行動控制等策略，而大學生自陳使用最多的是訊息處理策略及行動控制策略。(二)大學生面對困難的教材、準備考試及閱讀教科書時會使用比較多的調整策略。(三)大學生調整策略的使用能預測其考試和作業成績。(四)大學生調整策略的使用會隨著學習情境而改變。當面對不重要的教材時，學習者傾向使用比較多的動機調整策略；若遭遇困難的教材時，他們會使用更多的訊息處理及後設認知策略；當面對的材料是枯燥無趣的，則他們使用的行動控制策略就會明顯的比較多。本研究根據研究結果在理論上的涵義進行討論，並提出未來研究上的建議。

以文找文

　　　　　Recent research on self-regulated learning has showed students regulated their level of effort by using a variety of regulated strategies. Much of this research has explored these strategies without consideration of the interaction between contexts and regulated strategies. The purpose of this study was to explore what regulated strategies college students use and interaction among academic tasks, motivational problems, and students' regulated strategies. Subjects were 109 students from two universities in southern Taiwan. The instrument employed in this study was the Regulated Strategies Open-ended Questionnaire. Results showed that (a) students used a variety of motivational, cognitive, metacognitive, and action control strategies in learning contexts; (b) when faced with difficult course material, studying for an exam, and reading a textbook chapter, subjects reported more regulated strategies use than the other learning contexts; (c) students' course work and exam performance could be effectively predicted by their regulated strategies; (d) students' reported use of regulated strategies varied across different academic learning tasks and motivational problems. When faced with difficult course material, students tended to use more information-processing and metacognitive strategies. Students reported more motivational regulation in response to material described as not important or lacked value. When faced with course material that was boring, students tended to use more action control strategy. These results supported the view that self-regulated learners adapted their strategy use to fit situational demands. Implications for theory and research are discussed.

以文找文

期刊論文
1.	Corno, L.、Mandinach, E.(1983)。The role of cognitive engagement in classroom learning and motivation。Educational Psychologist，18(2)，88-108。
2.	Butler, Deborah L.(1998)。The strategic content learning approach to promoting self-regulated learning: A report of three studies。Journal of Educational Psychology，90(4)，682-697。
3.	Pintrich, P. R.、Smith, D.A.F.、Garcia, T.、Mckeachie, W. J.(1987)。Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)。Educational and Psychological Measurement，53(3)，801-813。
4.	Volet, S. E.(1997)。Cognitive and Affective Variables in Academic Learning: The Significance of Direction and Effort in Students' Goals。Learning and Instruction，7(3)，235-254。
5.	Bouffard, T.、Vezeau, C.、Bordeleau, L.(1998)。A Developmental Study of the Relation between Combined Learning and Performance Goals and Students' Self-regulated Learning。British Journal of Educational Psychology，68(3)，309-319。
6.	Wolters, C. A.、Pintrich, P. R.(1998)。Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms。Instructional Science，26(1/2)，27-47。
7.	Boisvert, J.、Bouffard, T.、Vezeau, C.、Larouche, C.(1995)。The Impact of Goal Orientation on Self-regulation and Performance among College Students。British Journal of Educational Psychology，65，317-329。
8.	Pintrich, P. R.(1999)。Taking Control of Research on Volitional Control: Challenges for Future Theory and Research。Learning and Individual Differences，11(3)，335-355。
9.	Rao, N.、Moely, B. E.、Sachs, J.(2000)。Motivational beliefs, study strategies, and mathematics attainment in high- and low-achieving Chinese secondary school students。Contemporary Educational Psychology，25(3)，287-316。
10.	Purdie, N.、Hattie, J.(1996)。Cultural differences in the use of strategies for self-regulated learning。American Educational Research Journal，33(4)，845-871。
11.	Ablard, Karen E.、Lipschultz, Rachelle E.(1998)。Self-regulated learning in high-achieving students: Relations to advanced reasoning, achievement goals, and gender。Journal of Educational Psychology，90(1)，94-101。
12.	Wolters, C. A.(1998)。Self-regulated Learning and College Students' Regulation of Motivation。Journal of Educational Psychology，90(2)，224-235。
13.	Butler, R.、Neuman, O.(1995)。Effects of task and ego achievement goals on help-seeking behaviors and attitudes。Journal of Educational Psychology，87(2)，261-271。
14.	Ryan, A. M.、Pintrich, P. R.(1997)。"Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class。Journal of Educational Psychology，89(2)，329-341。
15.	Newman, R. S.(1998)。Students' Help Seeking during Problem Solving: Influences of Personal and Contextual Achievement Goals。Journal of Educational Psychology，90(4)，644-658。
16.	Chen, C.、Stevenson, H. W.(1995)。Motivation and mathematics achievement: A comparative study of Asian-American, Caucasian-American, and East-Asian High school students。Child Development，66(4)，1215-1234。
17.	Flavell, John H.(1979)。Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry。American Psychologist，34(10)，906-911。
18.	Blumenfeld, P. C.(1992)。Classroom Learning and Motivation: Clarifying and Expanding Goal Theory。Journal of Educational Psychology，84(3)，272-281。
19.	Zimmerman, Barry J.、Martinez-Pons, M.(1988)。Construct validation of a strategy model of student self-regulated learning。Journal of Educational Psychology，80(3)，284-290。
20.	程炳林、林清山(19990700)。國中生學習行動控制模式之驗證及行動控制變項與學習適應之關係。教育心理學報，31(1)，1-35。延伸查詢
21.	Wigfield, Allan、Eccles, Jacquelynne S.(2000)。Expectancy-value theory of achievement motivation。Contemporary Educational Psychology，25(1)，68-81。
22.	Zimmerman, Barry J.、Martinez-Pons, Manuel(1990)。Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use。Journal of Educational Psychology，82(1)，51-59。
23.	Boekaerts, M.(1999)。Self-regulated learning: Where we are today?。International journal of educational research，31(6)，445-457。
24.	Ames, C.(1992)。Classrooms: Goals, structures, and student motivation。Journal of Educational Psychology，84(3)，261-271。
25.	程炳林(20010400)。動機、目標設定、行動控制、學習策略之關係：自我調整學習歷程模式之建構及驗證。師大學報．教育類，46(1)，67-92。延伸查詢
26.	程炳林、林清山(20010100)。中學生自我調整學習量表之建構及其信效度研究。測驗年刊，48(1)，1-41。延伸查詢
27.	Boekaerts, M.(1997)。Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students。Learning and Instruction，7(2)，161-186。
28.	Corno, Lyn(1993)。The Best-Laid Plans: Modern Conceptions of Volition and Educational Research。Educational Researcher，22(2)，14-22。
29.	Zimmerman, B. J.、Martinez-Pons, M.(1986)。Development of a structured interview for assessing student use of self regulated learning strategies。American Educational Research Journal，23(4)，614-628。
30.	Pintrich, Paul R.(1999)。The role of motivation in promoting and sustaining self-regulated learning。International journal of educational research，31(6)，459-470。
31.	林清山、程炳林(19950600)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報，28，15-57。延伸查詢
32.	Weir, C.、Harpster, L.、Sansone, C.、Morgan, C.(1992)。Once a boring task always a boring task? Interest as a self-regulatory mechanism。Journal of Personality and Social Psychology，63，379-390。
33.	Alexander, P. A.、Judy, J. E.(1988)。The interactions of domain-specific and strategic knowledge in academic performance。Review of Educational Psychology，58，375-404。

會議論文
1.	Gordon, W. I.、Lindner, R. W.、Harris, B. R.(1996)。A factor analytic study of the Self-Regulated Learning Inventory。The Annual Meeting of the American Educational Research Association。
2.	Vermunt, J. D. H. M.(1989)。The interplay between internal and external regulation of learning, and the design of process-oriented instruction。Madrid, Spain。

學位論文
1.	陳麗芬(1995)。行動控制觀點的自我調節學習及其相關研究(碩士論文)。國立政治大學。延伸查詢

圖書
1.	Mayer, Richard E.(1987)。Educational Psychology: A Cognitive Approach。Don Mills：HaperCollins Publisher。

圖書論文
1.	Brown, Ann L.、Bransford, J. D.、Ferrara, R. A.、Campione, J. C.(1983)。Learning, Remembering and Understanding。Handbook of child psychology: formerly Carmichael's Manual of child psychology。New York：John Wiley。
2.	Kuhl, J.(2000)。A Functional-design Approach to Motivation and Self-regulation: The Dynamics of Personality Systems and Interactions。Handbook of Self-regulation。Academic Press。
3.	Zimmerman, B. J.(2000)。Attaining self-regulation: A social cognitive perspective。Handbook of self-regulation。Academic Press。
4.	Corno, L.(1994)。Student volition and education: Outcomes, influences, and practices。Self-regulation of learning and performance: Issues and educational applications。Hillsdale, NJ：Lawrence Erlbaum Associates。
5.	Weinstein, Claire E.、Mayer, Richard E.(1986)。The Teaching of Learning Strategies。Handbook of research on teaching。New York：Macmillan Press。
6.	Corno, L.(1989)。Self-regulated learning: A volitional analysis。Self-regulated learning and academic achievement: Theory, research, and practice。New York：Springer-Verlag。
7.	Kuhl, J.(1985)。Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation。Action control: From cognition to behavior。Springer-Verlag。
8.	Kuhl, J.(1987)。Action control: The maintenance of motivational states。Motivation, intention, and volition。Springer-Verlag。
9.	Kuhl, J.(1994)。Action versus state orientation: Psychometric properties of the Action Control Scale (ACS-90)。Volition and personality: Action versus state orientation。Seattle：Hogrefe & Huber。
10.	Pintrich, P. R.(2000)。The role of goal orientation in self-regulated learning。Handbook of self-regulation: Research, theory, and applications。Academic Press。
11.	Newman, R.(1994)。Academic Help Seeking: A Strategy of Self-regulated Learning。Self-regulation of Learning and Performance: Issues and Educational Applications。Hillsdale, NJ：Lawrence Erlbaum Associates。

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