國小高年級學生的自我調整學習因素及其學習策略教學效果之研究_

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題名：	國小高年級學生的自我調整學習因素及其學習策略教學效果之研究
作者：	黃俊傑
作者(外文)：	Huang,Chun Chieh
校院名稱：	高雄師範大學
系所名稱：	教育學系
指導教授：	張酒雄謝季宏
學位類別：	博士
出版日期：	2008
主題關鍵詞：	國小高年級學生；自我調整學習；學習策略教學；動機信念；the fifth and sixth grade students；self-regulated learning；learning strategies training；motivational beliefs
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(2) 專書(0) 專書論文(0) 排除自我引用:1 共同引用:0 點閱:44

中文摘要
本研究之研究目的在於探討影響國小高年級學生社會科表現之動機信念與自我調整學習因素，及其相關背景變項之關聯，並驗證相關教學策略的效果。為完成上述研究目的，本研究分三部份：研究一國小高年級生自我調整學習相關因素之研究，以發現各變項之間的關聯性及相互作用程度；研究二則進行自我調整學習策略教學效果之研究以及研究三實驗組學生進行訪談，以探討相關教學策略的效果。
本研究一以叢集抽樣法抽取台南地區24所國小高年級學生共48班為研究對象，共計1316人進行問卷調查研究，其中男生665人，女生651人，五年級學生645人，六年級學生671人。研究二之實驗對象係選自台南市的一所國小六年級學生共三個班進行研究，其中二班為實驗組，實驗組A為自我調整學習課程組，實驗組B為學習策略訓練組，另一班則為控制組，合計三個班共有92名學生參與實驗研究過程。研究三則以實驗組學生進行訪談，以探討相關教學策略的效果。
本研究蒐集資料所採用的工具有瑞文氏非文字推理測驗、動機信念問卷、自我調整學習量表、社會科成就、學習活動意見表等。研究者並利用三因子變異數分析、皮爾遜積差相關、逐步迴歸分析、二因子變異數分析、徑路分析法進行資料分析。
研究二的實驗設計分為實驗組A為自我調整學習課程組，實驗課程內容以自我調整學習策略訓練為重點，內容包含了解自我調整學習的概念、自我期望、自我肯定、學習策略、閱讀理解與摘要策略、自我監控、行動控制與學習動機。實驗組B為學習策略訓練組，內容以學習策略為訓練重點，內容包含自我經營、反覆背誦、具像意義化、語文意義化、組織化、文章結構辨識、讀書方法與步驟、閱讀理解與摘要策略等策略。
研究三訪談以半結構式個別訪談方式進行，在實驗課程結束後三週實施，其主要目的在於提供研究者作為蒐集相關資料之基本架構及方向，研究者將實驗組兒童之訪談內容中有關自我調整學習訓練的描述進行分類整理，以了解兒童在經過實驗處理及追蹤觀察後改變情形，藉以探討兒童是否將訓練所學的各種學習技巧實際應用於學習中，作為評估自我調整學習訓練課程效果之參考。茲將主要研究成果敘述如下：
一、在【動機信念】總量表得分上分析結果發現，五年級學生中，女生的得分高於男生；而五年級女生的得分又高於六年級女生。相同的情形亦發生【自我效能】與【內在動機】上。【測驗焦慮】主要效果發生在性別變項與城鄉變項。其餘交互作用並未有顯著差異。女生的測驗焦慮明顯高於男生。而台南縣學生的測驗焦慮亦高於台南市的學生。
二、在【自我調整學習】總量表得分上分析結果發現，五年級學生中，女生的得分高於男生；而五年級女生的得分又高於六年級女生。相同的情形亦發生【學前焦慮】與【意志控制】上。在【自我省思】量表得分上分析結果發現，不論是主要效果或是交互作用則均未達顯著差異。表示性別、年級與城鄉三個人口變項在【自我省思】分量表得分上並沒有差異，而且各變項之間也沒有交互作用。
三、各背景變項與【動機信念】總量表均有顯著相關；各背景變項除人口變項之外與【自我調整學習】總量表均有顯著相關。
四、在六個背景變項中共有覺知教師期望、覺知母親期望、覺知父親期望及性別等四個變項對於學生【動機信念】總分具有顯著預測作用；而在六個背景變項中共有覺知父親期望、覺知教師期望、覺知母親期望及年級等四個變項對於學生自我調整學習總分具有顯著預測作用；共有四個變項對於學生社會科成就具有顯著預測作用，此四個變項分別是：城鄉、年級、自我調整學習以及覺知母親期望。
五、本研究以2（性別）×3（實驗組別）二因子共變數分析法，以前測為共變量，考驗本研究之實驗效果結果。在立即後測中，性別變因中均無顯著效果。其中動機信念在性別與組別的交互作用中，產生了顯著差異，實驗組A的女生的【動機信念】表現大於其他各組。而在社會科成就中發現組別間具有顯著水準，在後測中以學習策略組的表現高於其他二組。在延宕後測中，在性別變因、組別中均無顯著效果。在性別與組別的交互作用亦不顯著。
六、大部分兒童都對本課程持正向且肯定的態度，覺得這個課程有趣、不枯燥，因而比其他正式課程投入程度多；其中最大的助益是背誦和整理重點（閱讀的方法：摘要、發問、預測、澄清）的技巧。
根據上述研究發現，本研究提出進一步討論，並就自我調整學習相關因素與教學策略在國小實際推動、教學輔導以及未來研究方面提出建議。

以文找文

A STUDY OF THE SELF-REGULATED LEARNING FACTORS AND THE EFFECTS OF LEARNING STRATEGIES ON FIFTH AND SIXTH GRADE STUDENTS
Huang, Chun-Chieh
Abstract
The purpose of this research was to investigate the self regulated learning factors of the fifth and sixth grade students and to identify the effects of the learning strategies. This research divided into three parts: In Study I, 1316 fifth and sixth grade students in 24 elementary schools in Tainan were sampled . The students filled out “Scale of Motivational Beliefs ”and “Scale of the Self-regulated Learning”. Also, their social studies grades were obtained from the school administers to find connection and interaction degree of of each variable. In Study II , Three sixth-grade classes of a elementary school were the subjects for the experiment . The experimental group received self-regulated teaching and learning strategies training for ten times in three months, while the control group did not receive any experimental teaching. In Study III, the experimental group students carried on interviews to inquire into the effects of the self regulated learning strategies.
The major findings were as follows:
1. In “Scale of Motivational beliefs ”, the girls in the fifth grade had higher scores than the boys in the same grade and the girls in the sixth grade.
2. In “Scale of Self-regulated Learning”, the girls in the fifth grade had higher scores than the boys in the same grade and the girls in the sixth grade.
3. There were significant positive correlations between background variables and motivational beliefs; and all variables were significantly correlated with self-regulated learning except for residence, sex and grade.
4. Perceived teachers’ expectations, perceived mothers’ expectations, perceived fathers’ expectations and sex were good predictors for the variables of “Scale of Motivational Beliefs ” of students.
5. Perceived teachers’ expectations, perceived mothers’ expectations, perceived fathers’ expectations and grade were good predictors for the variables of “Scale of Self-regulated Learning ” of students.
6. Residence ,grade, self-regulated learning and perceived mothers’ expectations were good predictors for the students’ achievement of social studies .
7. In study II, experimental study of strategies training for self-regulated learning and learning strategies training, showed that the girls joining in strategies training for self-regulated learning group got highest scores in “Scale of motivational Beliefs ”. The students joining learning strategies training group got highest scores in achievement of social studies .There were no significant difference and interaction between sexes and groups in the posttest after a month.
8. In study III, the students joining experimental group to be interviewed reflected positive effects of the experiment.
Based on the findings, implications and suggestions for future research of this study were discussed.

以文找文

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