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題名:自我調整學習策略對印尼大學生學習成就及學習動之影響
作者:舒麗
作者(外文):SHU, LI
校院名稱:國立臺南大學
系所名稱:教育學系課程與教學碩博士班
指導教授:徐綺穗
學位類別:博士
出版日期:2017
主題關鍵詞:自我調整學習策略學習成就學習動機高等教育self-regulated learning strategieslearning achievementlearning motivationhigher education
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自我調整學習(self-regulatedlearning, SRL)是學生在學習計畫、學習監控和評估學 習目標過程中,學生在認知、情感、行為和情境方面的自我指導。自我調整能力是個 體適應不同情境和不同環境的基本能力,也是健康生活和發展的重要組成部分。隨著 時間的推進,關於自我調整的研究已經揭示學習過程和學生學業成就之間的關聯 (Pintrich, 2000)。
本研究在於探討有關自我調整學習策略對大學生學習成就及學習動機的影響。研究 受試為印尼 Java 大學初等教育學系 84 名大學生,實驗處理時間從 2016 年的 3 月到
2016 年的 5 月,其具體內容包括研究目的的介紹、目標設定策略、做筆記策略、SQ3R、 教室討論、寫作策略和動機策略的教導及實作等。本研究採用準實驗設計,以激勵學 習策略量表(Motivational Strategies for Learning Questionnaire, MSLQ)作為前、後測 的資料蒐集工具,同時結合質性研究技術對受試進行自我調整學習方面的深入調查。 研究者通過觀察來記錄學生接受 SRL 教導時的各種行為:研究者講解 SRL 策略時,學 生聽講的行為;學生運用 SRL 策略做練習時的行為;以及在問答階段學生的行為和反 應。這些描述納入了實驗研究結束之後的深度訪談中,進一步豐富訪談的內容。參與 深度訪談的 8 名學生由研究者直接挑選,他們在練習和問答階段都是積極參與 SRL 的 學習者。
本研究的發現包括下列:經過實驗處理,自我調整策略的教導能提升學生的自我調 整學習水準以及他們的學業成績,自我調整策略的運用於學習後,實驗組大學生的學 業成績優於控制組;自我調整學習的表現也優於控制組。學生在自我調整學習的學業 認知策略、學業動機策略、學業行為策略等幾個面向的表現,彼此存在顯著相關。另 外,在比較自我調整學習教導前、後的學生表現的差異情形,學生在學業認知策略的 表現方面,後測顯著優於前測成績。在研究訪談和觀察的結果顯示,8 個受訪者表示 學了自我調整學習策略,增強了他們的自我管理能力、記筆記的能力、閱讀表達能力、
以良好的方式參與課堂討論的能力、書寫作業的組織能力等。且相信在未來,他們將 要經歷的不同的學習情境和條件下,所有這些技巧能夠讓他們更有準備,更有自信。
本研究根據研究發現提出對教育及未來研究的建議。首先,在教學現場,建議教導 學生自我調整學習策略,使學生在學習過程能進行自我反思,強化學生後設認知,促 使經驗與知識的調適,以提升學習的效果。另外未來的研究,可以進行更長期的研究, 使對學生自我調整學習的歷程有更深入的認識。
關鍵字:自我調整學習策略,學習成就、學習動機、高等教育
Self-regulation was a basic capacity of individuals who used to adapt at different situations and circumstances. It was recognize as an essential part of healthy living development. As time goes, self-regulation researches have been developing that connectedness with learning process and student achievement.
This study discussed the impact of the intervention associated with self-regulated learning given by the researcher to 84 undergraduate students at National Java University, Indonesia. They were come from Department of Primary Education (PGSD) who attended Development of Learner’s course and one hour intervention of self-regulated learning strategies intervention from March until May 2016. The 9 weeks intervention included: introducing the research, goal setting strategies, note-taking strategies, SQ3R program, classroom discussion program, writing strategies and motivational strategies.
The researcher conducted the study use quasi experimental designs support with Motivational Strategies for Learning Questionnaire (MSLQ) which based on the Pintrich Model of SRL as pre-test and post-test instruments and the application of qualitative techniques to support more in-depth investigations of particular aspect of SRL. Observation research helped researchers in portrait a variety of actions of students while received SRL strategies intervention and it supported by the interviews session that given to 8 students elected directly by researcher based on their previous GPA, including those who actively follow the SRL intervention both practice in front of the class and the question and answer session.
Examination between groups based on ANCOVA and correlation coefficient result at the .05 level of confidence, reveals the following; the undergraduate students who receive self-regulated learning strategies intervention have greater academic performance. The second hypothesis result of this research was undergraduate students who receive self-
regulated learning strategies intervention displayed greater of post-test result. The third hypothesis result showed there were correlations among SRL variables on experimental group’s post-test result; academic cognition, academic motivation and academic behavior strategies. The last hypothesis of this research showed there was significantly different between pre-test and post-test result of SRL variables in experimental group.
The research interview and observation findings supported the quantitative data has mentioned earlier, the data showed that the students through all the dimension of SRL; cognitive, motivational, behavioral and contextual with the four-phases; forethought/planning and activation, monitoring, control, and reaction/reflection. The eight participants admitted SRL strategies intervention during a semester increase their ability of self-management, wrote appropriate notes, reflected the reading, organized in writing assignment, and attended classroom discussion with a good manner. They acknowledged all the strategies self-motivate to learn what they read, hear, discuss, and write. They believed all these skills to future can make them more prepared and confident in undergoing the process of learning for different situations and conditions.
Keywords: self-regulated learning strategies, learning Achievement, learning Motivation, higher education
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