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題名:國中生樂觀解釋型態、自我效能、自我調節與學習行為關係之研究
作者:陳冠妃
作者(外文):CHEN, KUAN-FEI
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:吳和堂
學位類別:博士
出版日期:2017
主題關鍵詞:國中生樂觀解釋型態自我效能自我調節學習行為junior high school studentsoptimistic explanatory styleself-efficacyself-regulationlearning behavior
原始連結:連回原系統網址new window
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本文旨在探討國中生樂觀解釋型態、自我效能、自我調節與學習行為之關係。採問卷調查法,以國中生為研究對象。首先進行本研究相關文獻的蒐集整理,依據文獻探討結果編擬量表,經12位專家學者檢視以建立專家效度後,進行分層抽樣,於北、中、南、東四區依各區學生人數比例抽樣進行預試。共獲得有效問卷216份,進行項目分析、因素分析及信度分析,以編製具信、效度之正式量表「國中學生學習情況問卷」。再以分層抽樣方法進行正式施測,於臺灣四個分區,依各區學生人數比例抽樣參與研究,共發送1010份問卷,回收908份問卷(回收率為89.9%),蒐集有效樣本820份(問卷有效率為90.3%)。將蒐集的資料進行描述性統計、t考驗與單因子變異數分析、積差相關、典型相關、結構方程模式之統計分析,並對本研究各項假設進行考驗。
本研究獲致以下結論:
一、 國中學生樂觀解釋型態的現況為中等程度。
二、 國中生樂觀解釋型態會因其學校規模、年級、不同性別、主要照顧者職業之不同而有顯著差異。
三、 國中學生自我效能的現況為中等程度。
四、 國中生自我效能會因其學校所在地區、學校規模、學校位於一般地區/偏遠地區、不同性別、主要照顧者職業之不同而有顯著差異。
五、 國中學生自我調節的現況為中等程度。
六、 國中生自我調節會因其不同學校所在地區、學校規模、班級人數、不同性別、主要照顧者職業之不同而有顯著差異。
七、 國中學生學習行為的現況為中等程度。
八、 國中生學習行為會因其不同學校所在地區、學校規模、學校位於一般地區/偏遠地區、不同性別、主要照顧者職業之不同而有顯著差異。
九、 樂觀解釋型態、自我效能、自我調節與學習行為各分層面與整體層面間大多為顯著正相關。
十、 自我調節之「自我評價」對於學習行為之「學習習慣」具有最大的效果。
十一、 國中生樂觀解釋型態可以透過自我效能與自我調節的中介作用影響學習行為。
最後,依本研究結論,提出相關教育建議,供學校課程與教學實施、學生輔導、學校行政、教育政策規劃以及未來相關教育研究之參考。
This study aimed to investigate the relationships among optimistic explanatory style, self-efficacy, self-regulation and learning behavior of junior high school students. The method adopted is survey research method. The study objects were junior high school students. First, the literature related was collected and sorted out. Then, the research questionnaire was made according to the literature review, and it was revised by 12 scholars and experts to establish experts vadity. In pre-test, the stratified sampling method was applied according to the proportion of the student population in the northern, southern, eastern and western of Taiwan. 216 valid samples were obtained. Item Analysis, Factor Analysis, and Reliability Analysis were conducted to develop a formal questionnaire with reliability and validity, “Junior High School Students’ Learning Questionnaire”. Then, in formal test, with stratified sampling from the four parts of Taiwan, a total of 1010 questionnaires were distributed and 908(89.9%) were returned. 820(90.3%) valid questionnaires were collected. The data were analyzed by using descriptive statistics, independent sample t-test, one-way analysis of variance, Pearson’s product-moment correlation, canonical correlation, and structural equation modeling to verify each hypothesis.
The results were as follows:
1. The current situation of junior high students’ optimistic explanatory style is medium.
2. The junior high school students with different school sizes, graders, genders, main caregivers’ jobs differed in optimistic explanatory style.
3. The current situation of junior high students’ self-efficacy was medium.
4. The junior high school students whose schools were in different parts of Taiwan, whether their schools were in remote areas or not, and those with different school sizes, genders, main caregivers’ jobs, differed in self-efficacy.
5. The current situation of junior high students’ self-regulation style was medium.
6. The junior high school students whose schools were in different parts of Taiwan, and those with different school sizes, genders, main caregivers’ jobs differed in self-regulation.
7. The current situation of junior high students’ learning behavior was medium.
8. The junior high school students whose schools were in different parts of Taiwan, whether their schools were in remote areas or not, and those with different school sizes, genders, main caregivers’ jobs, differed in learning behavior
9. There were positive relationships among junior high school students’ optimistic explanatory style, self-efficacy, self-regulation and learning behavior.
10. The “self-evaluation” dimension of self-regulation has the greatest effect on the “learning habits” dimension of learning behavior.
11. Junior high school students’ self-efficacy and self-regulation played as mediators between their optimistic explanatory style and learning behavior.
Finally, according to the conclusions above, the study proposed relevant educational suggestions to be referenced by school curriculum and instruction practice, students counselling, school administration and educational policy making, as well as further relevant educational research.
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