Self-Regulated Learning and Academic Achievement of Hong Kong Secondary School Students_

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題名：	Self-Regulated Learning and Academic Achievement of Hong Kong Secondary School Students
書刊名：	教育學報
作者：	何瑞珠
作者(外文)：	Ho, Esther Sui-chu
出版日期：	2004
卷期：	32:2
頁次：	頁87-107
主題關鍵詞：	香港；中學生；自主學習；學業成績
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:1 共同引用:0 點閱:22

Education aims to enable students not only to acquire knowledge but also to become capable and enthusiastic lifelong learners. Prior research has found that learning is more likely to be effective where a student plays a proactive role in the learning process. Such a proactive process, including learning on students’ own initiative and strategies, is often described as “self-regulated learning” (SRL). The present study aims at investigating SRL in Hong Kong students as compared with students in other countries that participated in the first cycle of PISA (Programme for International Students Assessment) study. Using Hierarchical Linear modeling, the study also investigates the relationships between SRL and academic performance of 15-year-old students in Hong Kong. The findings suggest that most of the SRL constructs are positively related to academic achievement in reading, mathematics, and science domains in Hong Kong students. Particularly, the results show that control strategies and self-efficacy appears to be the two most important learning strategies associated with performance in all three domains; but instrumental motivation and memorization have negative associations with mathematical and scientific literacy performances. Although most of the SRL indices are found to have positive relation with academic achievement, it is interesting to find that Hong Kong students use SRL strategies far less frequently than do students in other countries in PISA except competitive strategies. If educating students to self-regulate their own learning and to become intrinsically motivated to learn is crucial for the Hong Kong educational reform, further studies should be conducted to find out how learning environment in Hong Kong can be adjusted to help students obtain this goal.

以文找文

期刊論文
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20.	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。
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研究報告
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圖書論文
1.	Blumenfeld, P.、Hamilton, V.、Bossert, S.、Wessels, K.、Meece, J.(1983)。Teacher talk and student thought: Socialization into the student role。Teacher and student perceptions: Implications for learning。Hillsdale, NJ：Lawrence Erlbaum Associates。
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5.	Zimmerman, Barry J.(1989)。Models of self-regulated learning and academic achievement。Self-regulated learning and academic achievement: Theory, research, and practice。Springer-Verlag。
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.	Ho, D. Y. F.(1994)。Cognitive socialization in Confucian heritage cultures。The development of the minority child: Culture in and out of context。Hillsdale, NJ：Lawrence Erlbaum Associates。
8.	Paris, S. G.、Turner, J. C.(1994)。Situated motivation。Student motivation, cognition, and learning: Essays in honor of Wilbert J. McKeachie。Hillsdale, NJ：Lawrence Erlbaum Associates。

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