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題名：高中高職學生基礎學科自我調整課業學習策略研究
書刊名：中華輔導學報
作者：林清文 引用關係
作者(外文)：Lin, Ching-wen
出版日期：2003
卷期：13
頁次：頁1-44
主題關鍵詞：自我調整學習；課業學習諮商；學習輔導；Self regulation learning；Academic counseling；Learning guidance
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(8) 博士論文(7) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:7
  • 共同引用共同引用:152
  • 點閱點閱:296
本研究旨在檢視依林清文（民91）提出的自我調整課業學習策略工作模式及自我調整策略檢核表為基礎，採Likert式五點評量方式，所發展中學生自我調整課業學習策略評量表的測量品質，並進而檢視高中高職學生自我調整學習策略與其學業成就之間的關係，以及學習策略知識與策略使用之間的關係，並比較學習策略的學科間差異。研究結果顯示中學生自我調整課業學習策略評量表各量尺使用在高中高職學生國文、英文和數學等基本學科的學習策略評量，具有良好的內部一致性以及中等程度的穩定性。數學科學習策略的四個因素結構大致上符合理論建構，得以支持量表的建構效度。國文科、英文科二科學習策略的建構效度仍待支持，本項分析結果並未支持自我調整學習策略評量表的跨學科評量的因素結構效度。在國文、英文與數學三學科學習策略的評量上，自我調整課業學習策略的評量表動機管理量尺以及環境與資源管理量尺時間管理策略要素均具有良好的效標同時關聯效度。 此外，研究結果亦發現高中高職學生國文、英文和數學三基礎學科學習策略與學業成就之間存在中低程度的正向相關；三基礎學科學習策略與學習策略知識之間具有中等程度的正向相關；在認知、後設認知、環境與資源管理，以及動機管理四個學習策略均存在國文、英文與數學學科間的差異。 本研究並就研究結果進行討論，並針對高中高職學校教育與課業學習輔導實務，以及後續研究的進行提供各項具體之建議。
Academic learning was the primary career task for children and adolescences. Academic achievement was the most important sources of self esteem for students. Help students to accomplish academic learning was the school counselors’ duty. The school counselor needs a working model for academic counseling. The purposes of this study were to test the measurement quality of the Self Regulation Academic Learning Strategies Survey, which was developed in the Self Regulation Academic Learning Model, and to test the relationships between learning strategies and academic achievements in three fundamental courses for senior high school students and vocational high school students. Results are discussed in terms of both the utility of strategies knowledge and the academic counseling practice. Directions for future use of the Self Regulation Academic Learning Strategies Survey as practical tools are suggested. The author advocated the school counselor should afford academic counseling based in self regulated learning model again.
期刊論文
1.Wolters, C. A.(1999)。The Relation between High School Students' Motivational Regulation and Their Use of Learning Strategies, Effort, and Classroom。Learning & Individual Differences，11，281-300。  new window
2.Stodolsky, S. S.、Salk, S.、Glaessner, B.(1991)。Student views about learning math and social studies。American Educational Research Journal，28(1)，89-116。  new window
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。  new window
4.Mealey, D. L.(1988)。Test review learning and study strategies inventory。Journal of Reading，31(4)，382-385。  new window
5.Turner, J. C.、Thorpe, P. K.、Meyer, D. K.(1998)。Students' reports of motivation and negative affect: A theoretical and empirical analysis。Journal of Educational Psychology，90(4)，758-771。  new window
6.Zimmerman, Barry J.(1990)。Self-regulating academic learning and achievement: The emergence of a social cognitive prospective。Educational Psychology Review，2(2)，173-201。  new window
7.Schunk, D. H.(1984)。Self-efficacy perspective on achievement behavior。Educational Psychologist，19(1)，48-58。  new window
8.Wu, Yi-Ju、Smith, D. E.(1997)。Self-esteem of Taiwanese children。Child Study Journal，27(1)，1-19。  new window
9.陳李綢(19940600)。學如何學策略訓練與社會工作經驗對大學生概念建構、V字捷思歷程、後設認知與學習表現的影響。教育心理學報，27，81-103。new window  延伸查詢new window
10.Zimmerman, Barry J.(1986)。Becoming a self-regulated learner: Which are the key subprocesses?。Contemporary Educational Psychology，11(4)，307-313。  new window
11.Paris, Scott G.、Paris, Alison H.(2001)。Classroom applications of research on self-regulated learning。Educational Psychologist，36(2)，89-101。  new window
12.林邦傑(19950100)。我國國小、國中、高中學生學習及讀書策略之比較分析。測驗年刊，42，349-370。new window  延伸查詢new window
13.Biggs, J. B.(1978)。Individual and group differences in study processes。British Journal of Educational Psychology，48(3)，266-279。  new window
14.吳靜吉、程炳林(19920100)。激勵的學習策略量表之修訂。測驗年刊，39，59-78。new window  延伸查詢new window
15.林邦傑(19940300)。中小學學習及讀書策略量表之編製。學生輔導，31，16-21。  延伸查詢new window
16.陳李綢(19881200)。學習策略的研究與教學。資優教育，29，15-24。  延伸查詢new window
17.黃德祥(19950500)。學習輔導與學生發展。學生輔導，38，22-31。  延伸查詢new window
18.陳李綢(19950500)。有效學習策略的研究與應用。學生輔導，38，40-47。  延伸查詢new window
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。  new window
20.Zimmerman, Barry J.(1989)。A social cognitive view of self-regulated academic learning。Journal of Educational Psychology，81(3)，329-339。  new window
21.Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology，82(1)，33-40。  new window
22.Zimmerman, B. J.(1990)。Self-regulated learning and academic achievement: An overview。Educational Psychologist，25(1)，3-17。  new window
23.Zimmerman, B. J.、Kitsantas, A.(1997)。Developmental Phases in Self-Regulation: Shifting from Process Goals to Outcome Goals。Journal of Educational Psychology，89(1)，29-36。  new window
24.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。  new window
25.林清文(20020600)。自我調整課業學習模式在課業學習諮商的應用。彰化師大輔導學報，23，229-275。new window  延伸查詢new window
26.吳靜吉、程炳林(19930300)。國民中小學生學習動機、學習策略與學業成績之相關研究。國立政治大學學報，66(上冊)，13-39。  延伸查詢new window
27.Bandura, Albert(1982)。Self-Efficacy Mechanism in Human Agency。American Psychologist，37(2)，122-147。  new window
28.Zimmerman, B. J.(1995)。Self-regulation involves more than metacognition: A social cognitive perspective。Educational Psychologist，30(4)，217-221。  new window
29.Zimmerman, B. J.(1996)。Enhancing Student Academic and Health Functioning: A Self-regulatory Perspectives。School Psychology Quarterly，11(1)，47-66。  new window
30.Watkins, D.(2000)。Learning and Teaching: A Cross-cultural Perspective。School Leadership & Management，20，161-173。  new window
31.洪明財(1989)。學習策略影響學業成就之探討。特教園丁，5(1)，25-29。  延伸查詢new window
32.曾憲政(1997)。課程改革－教育改革的軟體工程。教育天地，89，4-10。  延伸查詢new window
33.Fassinger, R. E.(1987)。Use of structural equation modeling in counseling psychology research。Journal of Counseling Psychology，34，425-436。  new window
34.Marsh, H. W.、Walker, R.、Debus, R.(1991)。Subject-Specific Components of Academic Self-Concept and Self-Efficacy。Contemporary Educational Psychology，16(4)，331-345。  new window
35.McKeachie, W. J.、Pintrich, P. R.、Lin, Y.(1985)。Teaching learning strategies。Educational Psychologist，20，153-160。  new window
36.Pajares, F.、Miller, M. D.(1995)。Mathematics self-efficacy and mathematics performances: the need specificity of assessment。Journal of Counseling Psychology，42(2)，190-198。  new window
37.Rao, N.、Kong, J.(1999)。Confirmatory analysis of the Chinese version of the motivated strategies for learning questionnaire。Educational and Psychological Measurement，59(6)，1016-1029。  new window
會議論文
1.Nolen, S. B.、Meece, J. L.、Blumenfeld, P.(1986)。Development of a Scale to Assess Students' Knowledge of the Utility of Learning Strategies。San Francisco, CA。  new window
2.Rekrut, M. D.(1992)。Teaching To Learn: Cross-Age Tutoring To Enhance Strategy Acquisition。San Francisco, CA。  new window
研究報告
1.張德榮、李咏吟、林本橋、洪寶蓮、賀孝銘(1993)。修訂高中和高職學生學習與讀書策略量表研究報告。沒有紀錄。  延伸查詢new window
學位論文
1.黃盛蘭(1999)。高中學生行為困擾問題與求助態度之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.林麗華(2002)。目標導向、社會比較、自我效能與課業壓力關係之研究(碩士論文)。彰化師範大學。  延伸查詢new window
3.楊百川(2001)。高中生心理需求困擾之評量與調查研究(碩士論文)。國立成功大學。  延伸查詢new window
4.陳品華(2000)。二專生自我調整學習之理論建構與實證研究(博士論文)。國立政治大學，台北市。new window  延伸查詢new window
5.林宏恩(1990)。高中高職學生不同問題解決能力與其生活適應之差異比較研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
6.王慧婕(2000)。國中學生數學自我效能、目標導向及課室環境知覺與學業尋助之相關研究(碩士論文)。彰化師範大學，彰化市。  延伸查詢new window
7.劉信雄(1992)。國小學生認知風格、學習策略、自我效能、與學業成就關係之研究(博士論文)。國立政治大學。  延伸查詢new window
8.洪寶蓮(1996)。內在動機與情意學習方案之發展及其團體輔導效能(博士論文)。國立彰化師範大學。new window  延伸查詢new window
9.洪寶蓮(1990)。大學生學習與讀書策略量表之修訂及調查研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
10.李旻樺(2002)。高中學生之自我效能、成功期望、學習任務價值與課業學習動機調整策略之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
圖書
1.Joreskog, K. G.、Sorbom, D.(1993)。LISREL 7: A Guide to the Program and Application。LISREL 7: A Guide to the Program and Application。Chicago, IL：SPSS Inc.。  new window
2.Jones, B. F.、Palincsar, A. S.、Ogle, D. S.、Carr, E. G.(1987)。Strategic teaching and learning: Cognitive instruction in the content areas。Elmhurst, IL：North Central Regional Laboratory and the Association for supervision and Curriculum Develoopment。  new window
3.Weinstein, C. E.(1987)。Learning and study strategies inventory (LASSI): User's manual。H & H Publishing Company。  new window
4.Weinstein, C. E.(1990)。Learning and study strategies inventory-high school version (LASSI-HS): User’s manual。Clearwater, FL：H＆H Publishing Company。  new window
5.陳正昌、程炳林(1994)。SPSS、SAS、BMDP統計軟體在多變量統計上的應用。臺北：五南圖書出版公司。  延伸查詢new window
6.Schunk, D. H.(1996)。Learning theories: An educational perspective。Prentice-Hall。  new window
7.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
8.McKeachie, W. J.(1988)。The need for strategy training。Learning and study strategies: Issues in assessment, instruction, and evaluation。New York, NY。  new window
9.Pintrich, P. R.、Smith, D. A.、McKeachie, W. J.(1985)。A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ)。A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ)。MN。  new window
10.陳明照、曾勘仁(1995)。高中學生學習策略調查及團體輔導效果之研究。高中學生學習策略調查及團體輔導效果之研究。彰化縣彰化市。  延伸查詢new window
11.劉焜輝(1998)。學習輔導的重要性。有效的學習方法。沒有紀錄。  延伸查詢new window
12.Arbuckle, J. J.、Wothek, W.(1995)。Amos 4.0 user's guide。Amos 4.0 user's guide。Chicago, IL。  new window
其他
1.教育部(2002)。臺灣地區中等以下各級學校學生學習及生活概況調查摘要報告，沒有紀錄。  延伸查詢new window
2.Talbot, G. L.(1997)。Helping teachers and students talk about learning strategies for teacher-made tests and assignments，沒有紀錄。  new window
3.Watkins, D.，Biggs, J. B.(1996)。The Chinese learner: cultural, psychological, and contextual influence，沒有紀錄。  new window
圖書論文
1.Weinstein, C. E.、Underwood, V. L.(1985)。Learning strategies: The how of learning。Thinking and Learning Skills: Volume 1: Relating Instruction To Research。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
2.Zimmerman, Barry J.(1994)。Dimensions of academic self-regulation: A conceptual framework for education。Self-regulation of learning and performance: Issues and educational applications。Lawrence Erlbaum Associates, Inc.。  new window
3.Schunk, D. H.、Zimmerman, B. J.(1998)。Conclusions and future directions for academic interventions。Self-regulated learning: From teaching to self-reflective practice。New York：The Guilford Press。  new window
4.Zimmerman, B. J.(2000)。Attaining self-regulation: A social cognitive perspective。Handbook of self-regulation。Academic Press。  new window
5.Schunk, D. H.(1994)。Self-regulation of Self-efficacy and Attributions in Academic Settings。Self-regulation of learning and performance: Issues and educational applications。New Jersey：Lawrence Erlbaum Associates。  new window
6.Zimmerman, B. J.、Martinez-Pons, M.(1992)。Perceptions of efficacy and strategy use in the self-regulation of learning。Student perceptions in the classroom: Causes and consequences。Hillsdale, NJ：Lawrence Erlbaum Associates, Inc.。  new window
7.Weinstein, C. E.(1988)。Assessment and training of student learning strategies。Learning strategies and learning styles。New York：Plenum Press。  new window
8.Zimmerman, Barry J.(1998)。Developing Self-Fulfilling Cycles of Academic Regulation: An Analysis of Exemplary Instructional Models。Self-Regulated Learning: From Teaching to Self-Reflective Practice。Guilford Press。  new window
9.McCombs, B. L.(1988)。Motivational skills training: combining metacognitive, cognitive, and affective learning strategies。Learning and Study Strategies。New York：Academic Press。  new window
10.Schunk, D. H.(1989)。Social cognitive theory and self-regulated learning。Self-regulated learning and academic achievemen: Theory, research, and practice。New York, NY：Springer-Verlag。  new window
11.Weinstein, Claire E.、Mayer, Richard E.(1986)。The Teaching of Learning Strategies。Handbook of research on teaching。New York：Macmillan Press。  new window
12.Pintrich, P. R.(2000)。The role of goal orientation in self-regulated learning。Handbook of self-regulation: Research, theory, and applications。Academic Press。  new window
 
 
 
 
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