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題名：「大學生效率學習量表」發展
書刊名：教育與心理研究
作者：吳淑禎 引用關係／李咏吟
作者(外文)：Wu, Shu-chen／Lee, Yong-yin
出版日期：2007
卷期：30:4
頁次：頁173-197
主題關鍵詞：後設認知；大學生；效率學習量表；Meta-cognition；College student；Effective learning scale
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(4) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:41
  • 點閱點閱:108
「學習如何學」是一個多向度的整體學習概念，它不只是學習技術更是一種學習策略（McKeachie et al., 1986）。本研究參考認知與後設認知文獻和相關量表，並實地訪談大學學生、大學教師，做為量表問項的發展依據。研究工具以1,343位大學生為對象，建立工具的信、效度。研究結果顯示：1.本研究編製的「大學生效率學習量表」，可做為大學生學習檢核的有效工具，具有良好的建構效度與信度。2.本研究所發展工具，包括「學習態度」、「自我檢視」、「學習習慣」、「學習專注」、「學習方法」與「資源應用」等六個向度，共計39題。3.本研究依不同性別所呈現的學習差異，分別建立大學男、女生百分等級，作為相對地位的樣本參照。4.本研究發現大學生在效率學習量表各分量表以及全量表的總得分與受試者學期成績存在顯著正相關。
Learning to learn is not only a group of study tactics but also meta-cognitive strategies. It deals with both effective (the strategy is learned) and efficient (it is learned to an optimal level with minimal effort of learning). This research is concerned with the development of an effective learning scale to measure the level of learning to learn of Taiwanese’s college students. The scale were constructed based on the cognition and meta-cognition literatures and pre-interview data of college students and teachers. Research results from 1,343 students showed: 1.The scale of Effective learning was good in reliability and validity in assessing the learning strategies of college students. 2.The scale is comprised of six factors: learning attitude, self-check, learning habits, learning attention, learning methods, and resources usage. 3. A stratification selection of male and female college students served as the standardized sample in order to develop the percentile norm in Taiwan. 4. Effective learning scores with semester record showed the positive significant correlation. The results allow the Taiwanese colleges students to provide an easy effective tool for detecting students’ learning to learn strategies.
期刊論文
1.柯志恩(2004)。融合後設認知之創造思考教學方案在師資培育課程之應用。新竹師院學報，19，13-43。new window  延伸查詢new window
2.Maribeth, G.、Jill, K. S.(2002)。Contributions of Study Skills to Academic Competence。School Psychology Review，31(3)，350-366。  new window
3.林建平(20030300)。學習動機的認知理論及其在教育上的應用。國教新知，49(3)，17-27。new window  延伸查詢new window
4.Mayer, R. E.(1987)。Learning in Complex Domains: A Cognitive Analysis of Computer Programming。Psychology of Learning and Motivation，19(1)，89-130。  new window
5.Paris, S. G.、Lipson, M. Y.、Wixson, K. K.(1983)。Becoming a strategic reader。Contemporary Educational Psychology，8(3)，293-316。  new window
6.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
7.Flavell, John H.(1979)。Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry。American Psychologist，34(10)，906-911。  new window
8.Jen, W.、Hu, K. C.(2003)。Application of Perceived Value Model to Identify Factors Affecting Passengers' Repurchase Intentions on City Bus: A Case of the Taipei Metropolitan Area。Transportation，30(3)，307-327。  new window
9.朱錦鳳(20001000)。大學生學習策略量表的編製。測驗與輔導，162，3409-3413。  延伸查詢new window
10.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
11.紀文祥(1967)。包何二氏學習習慣與態度之研究。測驗年刊，14，84-98。  延伸查詢new window
12.杜佳真(2000)。教學研究：MURDER學習策略在數學教學設計的運用。研習資訊，17(6)，44-49。  延伸查詢new window
13.Tollefson, N.(2000)。Classroom Application of Cognitive Theories of Motivation。Educational Psychology Review，12(1)，63-83。  new window
14.Thompson, T.(2004)。Failure-avoidance: Parenting, the Achievement Environment of the Home and Strategies for Reduction。Learning and Instruction，14，3-25。  new window
學位論文
1.林家弘(2000)。我國大學生網路學習滿意度之研究(碩士論文)。國立政治大學。  延伸查詢new window
2.翁碧慧(2002)。學習動機與社會支持對國立臺東師範學院在職進修研究生學習困擾影響之研究，0。  延伸查詢new window
3.洪寶蓮(1990)。大學生學與讀書策略量表之修訂及其調查研究，0。  延伸查詢new window
圖書
1.Robinson, J. R.、Shaver, P. R.、Wrightsman, L. S.(1991)。Measures of personality and social psychological attitudes。Academic Press, Inc.。  new window
2.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
3.McKeachie, W. J.、Pintrich, P. R.、Lin, Y.、Smith, D.(1986)。Teaching and Learning in the College Classroom: A Review of the Research Literature。Ann Arbor, MI：National Center of Research to Improve Postsecondary Teaching and Learning, University of Michigan。  new window
4.Carnell, E.、Lodge, C.(2002)。Supporting Effective Learning。Supporting Effective Learning。London：Paul Chapman Publishing。  new window
5.李咏吟(1993)。學習輔導/學習心理學的應用。臺北：心理。new window  延伸查詢new window
6.Gagné, Robert Mills(1985)。The Conditions of Learning and Theory of Instruction。Holt, Rinehart & Winston, Inc.。  new window
7.Hoyle, R. H.(1995)。Structural Equation Modeling: Concepts, Issues, and Applications。Sage。  new window
8.張春興(2004)。教育心理學--三化取向的理論與實踐。東華。  延伸查詢new window
9.Rose, C.、Nicholl, J. J.(1997)。Asselerated Learning for the 21st Century。Asselerated Learning for the 21st Century。New York, NY。  new window
10.李咏吟、張德榮、洪寶蓮(1992)。大學生學習與讀書策略量表。大學生學習與讀書策略量表。臺北市。new window  延伸查詢new window
11.MacGilchrist, B.、Buttress, M.(2005)。Transforming Learning and Teaching。Transforming Learning and Teaching。0。  new window
其他
1.杜振亞(2004)。學習策略的課程規劃與教學設計－以「有效的學習策略」通識課程為例，0。  延伸查詢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.Dansereau, D. F.(1985)。Learning strategy research。Thinking and learning skills: Vol. 1. Relating Instruction to Research。Hillsdale, New Jersey：Lawrence Erlbaum Associates。  new window
 
 
 
 
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