自我調整學習理論探究及相關研究__臺灣人文及社會科學引文索引資料庫

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題名：	自我調整學習理論探究及相關研究
書刊名：	教育學刊
作者：	陳玉玲
作者(外文)：	Chen, Yu-ling
出版日期：	2002
卷期：	19
頁次：	頁27-45
主題關鍵詞：	自我調整學習；動機；認知策略；環境利用與控制；應試策略；Self-regulated learning；Motivation；Cognitive strategies；Utilization and control of the environments；Test-taking strategies
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(18) 博士論文(3) 專書(0) 專書論文(0) 排除自我引用:18 共同引用:65 點閱:43

　　　　　本研究旨在探究我調整學習理論及自我調整學習與大學生學業表現之間的關係。透過文獻探討和問卷調查法，本研究主要結果有三：首先，自我調整學習主要要素有動機、認知策略、環境利用與控制、應試策略。其次，大學生的自我調整學習能力與學業表現間的確有相關存在，自我調整能力越高者，其學業表現越高；而自我調整學習的各個要素與學業表現之間亦有相關存在。第三，不同年級大學生只在應試策略方面確有差異存在，「原本就讀高中的大學生」在動機方面、環境利用與控制方面高於「原本就讀高職的大學生」。根據研究結果，本研究並提出具體建議作為未來相關研究之參考。

以文找文

　　　　　This paper proposed to explore the theory of self-regulated learning (SRL) and the relations between SRL and college students' academic achievement. Through the self-report questionnaire of SRL, the results were as follows. Firstly, the elements of SRL were motivation, cognitive strategies, utilization and control of the environments, and test-taking strategies. Secondly, there was a relatively strong correlation between SRL and college students' achievement. The result supported the notion that as the students' SRL ability was higher, their academic performance was better. Incidentally, there was a significant correlation between the elements of SRL and the academic performance. Thirdly, the correlations were found between grades, kinds of high school and the elements of SRL. It was clear that there were differences between freshman and junior students on test-taking strategies. In the meantime, survey results indicated that the SRL ability of students from senior high school and vocational high school was different at the dimensions of motivation and environments. Based on the results of the study, recommendations were made for the other researchers.

以文找文

期刊論文
1.	Anderman, E. M.、Maehr, M. L.(1994)。Motivation and schooling in the middle grades。Review of Educational Research，64(2)，287-309。
2.	Zimmerman, B. J.、Bandura, A.、Martinez-Pons, M.(1992)。Self-motivation for academic attainment: the role of self-efficacy beliefs and personal goal setting。American Educational Research Journal，29(3)，663-676。
3.	Wolters, C. A.、Yu, S. L.、Pintrich, P. R.(1996)。The relation between goal orientation and students' motivational beliefs and self-regulated learning。Learning and Individual Differences，8(3)，211-238。
4.	Patrick, H.、Middleton, M. J.(2002)。Turning the kaleidoscope: What we see when self-regulated learning is viewed with a qualitative lens。Educational Psychologists，37(1)，27-39。
5.	Paris, Scott G.、Paris, Alison H.(2001)。Classroom applications of research on self-regulated learning。Educational Psychologist，36(2)，89-101。
6.	Wilhite, S. C.(1990)。Self-efficacy, locus of control, self-assessment of memory ability, and study activities as predictors of course achievement。Journal of Educational Psychology，82(4)，696-700。
7.	Reed, J. H.、Schallert, D. L.、Deithloff, L. F.(2002)。Investigating the interface between self-regulated and involvement processes。Educational Psychologist，37(1)，53-57。
8.	VanZile-Tamsen, C.、Livingston, J. A.(1999)。The differential impact of motivation on the self-regulated strategy use of high- and low-achieving college students。Journal of College Student Development，40(1)，54-60。
9.	Zimmerman, B. J.(1990)。Self-regulated learning and academic achievement: An overview。Educational Psychologist，25(1)，3-17。
10.	Boekaerts, M.(1997)。Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students。Learning and Instruction，7(2)，161-186。
11.	Zimmerman, Barry J.(1986)。Development of self-regulated learning: Which are the key sub-processes?。Contemporary Educational Psychology，11(4)，307-313。
12.	Zimmerman, B. J.(1995)。Self-regulation involves more than metacognition: A social cognitive perspective。Educational Psychologist，30(4)，217-221。
13.	Bulter, D. L.(1998)。In search of the architect of learning: A commentary in scaffolding as metaphor for instructional interactions。Journal of Learning Disabilities，31(4)，374-385。
14.	Bulter, D. L.(2002)。Qualitative Approaches to Investigating Self-regulated Learning: Contribuions and Challenges。Educational Psychologist，37(1)，59-63。
15.	De Groot, E. V.(2002)。Learning through interviewing: Students and teachers talk about learning and schooling。Educational Psychologist，37(1)，41-52。
16.	Eom, W.(1999)。The effects of self-regulated learning strategy on academic achievement in a computer-networked hypermedia learning environment。International Journal of Educational Technology，1(1)，263-285。
17.	Kurman, J.(2001)。Self-regulation strategies in achievement setting: Culture and gender differences。Journal of Cross-Cultural Psychology，32(4)，491-503。
18.	Pressley, M.、Ghatala, E. S.(1990)。Self-regulated learning: Monitoring learning from text。Educational Psychologist，25，19-34。

會議論文
1.	Gordon, W. I.、Lindner, R. W.、Harris, B. R.(1996)。A factor analytic study of the Self-Regulated Learning Inventory。The Annual Meeting of the American Educational Research Association。
2.	Linder, R. W.、Harris, B.(1992)。Self-regulated learning and academic achievement in college students。San Francisco, CA。
3.	Talbot, G. L.(1997)。Can self-regulated learning be taught to college students?。Tuscaloosa。

學位論文
1.	劉佩雲(1998)。兒童自我調整學習之研究(博士論文)。國立政治大學。延伸查詢
2.	程炳林(1995)。自我調整學習的模式驗證及其教學效果之研究(博士論文)。國立臺灣師範大學，臺北市。延伸查詢
3.	陳麗芬(1995)。行動控制觀點的自我調節學習及其相關研究(碩士論文)。國立政治大學。延伸查詢

圖書
1.	Zimmerman, B. J.、Bonner, A.、Kovach, R.(1996)。Development self-regulated learners: Beyond achievement to self-efficacy。Washington, DC：American Psychological Association。
2.	Zimmerman, Barry J.、Bonner, Sebastian、Kovach, Robert、林心茹(2000)。自律學習。臺北市：遠流出版社。延伸查詢
3.	Maehr, M. L.、Midgley, C.(1996)。Transforming school culture。Boulder, CO：Westview Press。
4.	Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。
5.	Bossong, B.(1994)。Scholastic stressors and achievement-related anxiety。Volition and personality: Action versus state orientation。Seattle, WA。
6.	Bulter, D. L.(1998)。Metacognition and learning disabilities。Learning about learning disabilities。Toronto, Canada。
7.	Ellis, D.(1994)。Becoming a master student。Becoming a master student。Rapid City, SD。
8.	Kuhl, J.(1994)。A Theory of Action and State Orientions。Volition and Personality: Action Versus State Orientation。Seattle, WA。
9.	Kuhl, J.、Kazem-Saad, M.(1989)。Volition and self-regulation: Memory-mechanisms mediation the maintenance of intention。Volition action。Amsterdam, Netherlands。
10.	Pressley, M.、Woloshyn, V.(1995)。Learning facts: The value of always asking yourself why and other mnemonic strategies。Cognitive strategy instruction that really improves children's academic performance。Cambridge, MA。

其他
1.	Brownell, C. A.，Etheridge, W.，Hungerford, A.，Kelly, S.(1997)。Socialization of self-regulation: Continuity and discontinuity over age and context，0。
2.	Schierlon, J. M.(1993)。The test-taking behaviors, knowledge and perceptions of adult basic education students on a standardized reading comprehension test，0。
3.	Talbot, G. L.(1997)。Helping teachers and students talk about learning strategies for teacher-made tests and assignments，0。

圖書論文
1.	Pairs, S. G.、Byrnes, J. P.(1989)。The Constructivist Approach to Self-regulation and Learning in the Classroom。Self-regulated Learning and Academic Achievement: Theory, Research, and Practice。New York, NY：Springer-Verlag。
2.	Zimmerman, Barry J.(1994)。Dimensions of academic self-regulation: A conceptual framework for education。Self-regulation of learning and performance: Issues and educational applications。Lawrence Erlbaum Associates, Inc.。
3.	Zimmerman, Barry J.(1989)。Models of self-regulated learning and academic achievement。Self-regulated learning and academic achievement: Theory, research, and practice。Springer-Verlag。

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