大學生未來時間觀與自我調整學習之關係：知覺工具性的中介效果檢驗_

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題名：	大學生未來時間觀與自我調整學習之關係：知覺工具性的中介效果檢驗
書刊名：	教育心理學報
作者：	黃珮婷／陳慧娟
作者(外文)：	Huang, Pei-ting／Chen, Huey-jiuan
出版日期：	2016
卷期：	47:3
頁次：	頁329-354+354_1
主題關鍵詞：	大學生；未來時間觀；自我調整學習；知覺工具性；College students；Future time perspective；Perceived instrumentality；Self-regulated learning
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(10) 博士論文(1) 專書(0) 專書論文(0) 排除自我引用:10 共同引用:126 點閱:21

本研究旨在探討大學生未來時間觀、知覺工具性與自我調整學習之相關情形及知覺工具性的中介效果，並藉由性別、年級、出生序及家庭社經地位等背景變項，檢視各向度之現況和差異情形。研究對象為臺灣北、中、南三個地區1314 位大學生，問卷調查主要包含「未來時間觀量表」、「知覺工具性量表」，以及「自我調整學習量表」。所得的資料以皮爾森積差相關、典型相關、多元迴歸、描述性統計，以及單因子多變量變異數分析進行統計考驗。有四項主要研究發現：（1）知覺工具性與自我調整學習有典型相關；（2）未來時間觀與知覺工具性，以及自我調整學習之間有顯著正相關；（3）無論內因型與外因型工具性皆對未來時間觀和自我調整學習有部分中介效果；（4）部份背景變項會影響大學生未來時間觀、知覺工具性與自我調整學習。

以文找文

The purposes of this study were to investigate the differences of future time perspective, perceived instrumentality, and self-regulated learning of college students across different demographic variables, and the correlation among each other. Furthemore, the present study examinated the mode rating effect of perceived instrumentality. Study samples were collected from 1,314 college students in Taiwan. All the participants completed the Future Time Perspective Scale, Perceived Instrumentality Scale, and Self-Regulated Learning Questionnaire. Through descriptive statistics, MANOVA, Pearson correlation analysis, canonical correlational analysis, and multiple regression analysis, the main findings of the study are as follows: (1) There was a significant canonical correlation between perceived instrumentality and self-regulated learning. (2) Future time perspective was significantly and positive correlated with self-regulated learning and perceived instrumentality. (3) both endogenous instrumentality and exogenous instrumentality partially mediate the relationship between future time perspective and self-regulated learning. (4) Future time perspective of college students varied significantly across their grade level, birth order, and social economic status. The perceived instrumentality of college students varied significantly across grade level, birth order, and social economic status.

以文找文

期刊論文
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會議論文
1.	Ray, M. W.、Garavalia, L. S.、Gredler, M. E.(2003)。Gender differences in self-regulated learning, task value, and achievement in developmental college students。The annual meeting of the American Educational Research Association。Chicago, IL。

學位論文
1.	林麗芳(2009)。高中職學生未來時間觀與課業學習動機調整策略關係之研究(碩士論文)。國立彰化師範大學。延伸查詢
2.	邱英豪(2007)。國中學生未來時間觀照之研究(碩士論文)。國立彰化師範大學。延伸查詢
3.	周淑楓(2007)。未來取向之自我調整學習歷程模式分析(碩士論文)。國立成功大學。延伸查詢
4.	陳志恆(2009)。國中學生自我調整學習策略量表之編製及效度研究(碩士論文)。國立彰化師範大學。延伸查詢
5.	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。延伸查詢
6.	塗振洋(2005)。拖延行為的研究--量表編製及相關因素之探討(博士論文)。國立政治大學。延伸查詢
7.	Garcia, S. L.(2010)。Development of perceived instrumentality for mathematics, reading and science curricula(博士論文)。Arizona State University。
8.	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

圖書
1.	Damon, W.(2008)。The path to purpose: Helping our children find their calling in life。Simon & Schuster。
2.	Seginer, R(2009)。Future orientation: Developmental and ecological perspectives。New York, NY：Springer。
3.	林生傳(2000)。教育社會學。高雄：復文。延伸查詢
4.	邱皓政(2010)。量化研究與統計分析：SPSS（PASW）資料分析範例解析。五南圖書出版股份有限公司。延伸查詢

其他
1.	Husman, J.(2012)。Using the future to stay motivated in the present: Learning in engineering (Keynote address: International conference on time perspective)，Coimbra。

圖書論文
1.	Bitti, P.、Zambianchi, M.、Bitner, J.(2015)。Time perspective and positive aging。Time perspective theory: Review, research and application。Springer。
2.	Creten, H.、Lens, W.、Simons, J.(2001)。The role of perceived instrumentality in student motivation。Trends and prospects in motivation research。Dordrecht：Kluwer Academic。
3.	Fieulaine, N.、Apostolidis, T.(2015)。Precariousness as a time horizon: How poverty and social insecurity shape individuals' time perspectives。Time perspective theory: Review, Research and Application。Springer International Publishing。
4.	Lens, W.、Simons, J.、Dewitte, S.(2002)。From duty to desire: The role of students' future time perspective and instrumentality perceptions for study motivation and self-regulation。Academic motivation of adolescents。Greenwich, CT：Information Age。
5.	Mello, Z. R.、Worrell, F. C.(2015)。The past, the present, and the future: A conceptual model of time perspective in adolescence。Time perspective theory: Review, research and application。Springer。
6.	Peetsma, T. T. D.、Van der Veen, I.(2009)。Influencing students' motivation for school: The case for first-year students in The Netherlands in the lowest level of secondary school。Contemporary motivation research: From global to local perspectives。Göttingen：Hogrefe。
7.	Seginer, R.、Lens, W.(2015)。The motivational properties of future time perspective futer orientation: Different approaches, different cultures。Time perspective theory: Review, research and application。New York, NY：Springer。
8.	Worrell, F. C.、Mello, Z. R.(2014)。The past, the present, and the future: A conceptual model of time perspective in adolescence。Time perspective Theory: Review, research and application。New York, NY：Cham, Heidelberg：Springer。
9.	Pintrich, P. R.(2000)。The role of goal orientation in self-regulated learning。Handbook of self-regulation: Research, theory, and applications。Academic Press。

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