臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：學童自我調整學習之調查研究
書刊名：臺北市立師範學院學報. 教育類
作者：林建平
作者(外文)：Lin, Chien-ping
出版日期：2004
卷期：35:1
頁次：頁1-23
主題關鍵詞：自我調整學習；學習動機；行動控制；認知策略；後設認知；Self-regulated learning；Learning motivation；Action control；Cognitive strategies；Metacognition
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(6) 博士論文(4) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:330
  • 點閱點閱:59
　　　　　本研究的目的：(1)編製適用於國小高年級學童的自我調整學習量表，並驗證其信度與效度。(2)以臺北市國小六年級學童1400人為對象，調查學童的自我調整學習的狀況；比較男女生在自我調整學習上的差異情形；比較不同家庭社經水準學童在自我調整學習上的差異；調查智力、自我調整學習、與學業成績的關係。研究結果顯示：(1)本量表的信度頗佳，效度尚佳。(2)六年級學童的自我調整學習具中上水準。(3)女生的自我調整學習一般優於男生。(4)高和中社經水準家庭的學童其自我調整學習大體上優於低社經水準家庭的學童。(5)智力和學業成績的正相關高於自我調整學習與學業成績的正相關。(6)智力和自我調整學習可顯著預測各科學業成績。(7)學習動機可直接影響學業成績，並可透過後設認知影響學業成績，而行動控制及認知策略並未直接影響學業成績。 研究者並針對研究結果加以討論，且對學習輔導和未來研究提出建議。
　　　　　The purposes of the study are: (1)to compile Self-Regulated Learning Inventory suitable for school children in grade 6 and verify its reliability and validity. (2)With 1400 school children in Taipei as a target to investigate their conditions of self-regulated learning, in order to compare and contrast their differences in self-regulated learning, the impacts of different economic and social conditions on their self-regulated learning performance, the relationship between their intelligence, self-regulated learning, and academic scores. The result of the study indicates: (1)this evaluation chart has high reliability and good validity; (2)grade 6 students’ conditions in self-regulated learning are at the upper intermediate level; (3) female school children’s self-regulated learning is generally better than their male counterparts; (4)the school children from families of upper and middle economic and social standards perform better in self-regulated learning than those of lower standards; (5)the positive relationship between intelligence and academic performance is higher than that between self-regulated learning and academic performance; (6)intelligence and self-regulated learning can predict academic achievements in every subject obviously; (7)learning motivation can affect academic achievements directly and influence academic achievements through metacognition; meanwhile action control and cognitive strategy do not affect academic accomplishments directly. The researcher continues to discuss further, targeting her research and present suggestions for learning assistance and future research.
期刊論文
1.Stone, N. J.(2000)。Exploring the relationship between calibration and self-regulated learning。Educational Psychology Review，12(4)，437-475。  new window
2.魏麗敏、黃德祥(20010900)。國中與高中學生家庭環境、學習投入狀況與自我調節學習及成就之研究。中華輔導學報，10，63-118。new window  延伸查詢new window
3.Ablard, Karen E.、Lipschultz, Rachelle E.(1998)。Self-regulated learning in high-achieving students: Relations to advanced reasoning, achievement goals, and gender。Journal of Educational Psychology，90(1)，94-101。  new window
4.Skaalvik, E. M.(1990)。Gender differences in general academic self-esteem and in success expectations on defined academic problem。Journal of Educational Psychology，82(3)，593-598。  new window
5.林建平(19950600)。國小學童的閱讀動機、理解策略與閱讀成就之相關研究。臺北市立師範學院學報，26，267-294。  延伸查詢new window
6.張景媛(19910600)。大學生認知風格、動機與自我調整因素、後設認知與學業成績關係之研究。教育心理學報，24，145-161。new window  延伸查詢new window
7.劉佩雲(20000600)。自我調整學習模式之驗證。教育與心理研究，23(上)，173-205。new window  延伸查詢new window
8.Chan, L. K. S.(1996)。Motivational orientations and metacognitive abilities of intellectually gifted students。Gifted Child Quarterly，40(4)，184-193。  new window
9.Pintrich, P. R.、Cross, D. R.、Kozma, R. B.、Mckeachie, W. J.(1986)。Instructional psychology。Annual Review of Psychology，37，611-651。  new window
10.Reynolds, A. J.、Walberg, H. J.(1992)。A structural model of high school mathematics outcomes。Journal of Educational Research，85(3)，150-157。  new window
11.Risemberg, R.、Zimmerman, B. J.(1992)。Self-regulated learning in gifted students。Roeper Review，15(2)，98-101。  new window
12.Biggs, J. B.(1978)。Individual and group differences in study processes。British Journal of Educational Psychology，48(3)，266-279。  new window
13.張酒雄、張玉茹(19980600)。國民中學學生英語學習策略與英語學習成就相關之研究。教育學刊，14，115-154。new window  延伸查詢new window
14.Pajares, Frank、Miller, M. David(1994)。Role of Self-Efficacy and Self-Concept Beliefs in Mathematical Problem Solving: A Path Analysis。Journal of Educational Psychology，86(2)，193-203。  new window
15.魏麗敏(20010700)。國民中小學學生家庭因素、學習歷程與成就之分析研究。臺中師院學報，15，61-99。new window  延伸查詢new window
16.Zimmerman, Barry J.、Martinez-Pons, Manuel(1990)。Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use。Journal of Educational Psychology，82(1)，51-59。  new window
17.Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology，82(1)，33-40。  new window
18.程炳林(20010400)。動機、目標設定、行動控制、學習策略之關係：自我調整學習歷程模式之建構及驗證。師大學報．教育類，46(1)，67-92。new window  延伸查詢new window
19.程炳林、林清山(20010100)。中學生自我調整學習量表之建構及其信效度研究。測驗年刊，48(1)，1-41。new window  延伸查詢new window
20.Ginsberg, G. S.、Bronstein, P.(1993)。Family factors related to children's intrinsic/extrinsic motivational orientation and academic performance。Child Development，64(5)，1461-1474。  new window
21.張景媛(19920600)。自我調整、動機信念、選題策略與作業表現關係的研究暨自我調整訓練課程效果之評估。教育心理學報，25，201-243。new window  延伸查詢new window
22.Bandura, Albert(1977)。Self-efficacy: Toward a unifying theory of behavioral change。Psychological Review，84(2)，191-215。  new window
23.Corno, Lyn(1993)。The Best-Laid Plans: Modern Conceptions of Volition and Educational Research。Educational Researcher，22(2)，14-22。  new window
24.Pintrich, Paul R.(1999)。The role of motivation in promoting and sustaining self-regulated learning。International journal of educational research，31(6)，459-470。  new window
25.林清山、程炳林(19950600)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報，28，15-57。new window  延伸查詢new window
會議論文
1.Pintrich, P. R.(1986)。Motivation and learning strategies interactions with achievement。The American Educational Research Association Convention。San Francisco, California。  new window
2.Schunk, D. H.(1989)。Attribution and perceptions of efficacy during self-regulated learning by remedial readers。The Annual Meeting of the American Educational Research Association。  new window
3.Schunk, D. H.(1987)。Domain-specific measurement of students' self-regulated learning processes。The Annual Meeting of the American Educational Research Association。  new window
研究報告
1.程炳林、林清山(2000)。中學生自我調整學習之研究 (計畫編號：NSC89-2413-H-035-001)。  延伸查詢new window
學位論文
1.程炳林(1991)。國民中小學生激勵的學習策略之相關研究(碩士論文)。國立政治大學，臺北。  延伸查詢new window
2.郭春在(2001)。高職特殊教育班學生家庭環境因素與其適應行為之相關性研究(博士論文)。國立彰化師範大學。new window  延伸查詢new window
3.洪寶蓮(1990)。大學生學習與讀書策略量表之修訂及調查研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
4.林建平(1994)。整合學習策略與動機的訓練方案對國小閱讀理解困難兒童的輔導效果(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
5.項必蒂(1991)。師院生學習教育心理學之動機等策略及其相關因素研究(博士論文)。國立政治大學，臺北市。new window  延伸查詢new window
圖書
1.Heckhausen, H.(1991)。Motivational and action。Berlin：Springer-Verlag。  new window
2.Weinstein, C. E.(1987)。Learning and study strategies inventory (LASSI): User's manual。H & H Publishing Company。  new window
3.Pintrich, P. R.、Smith, D. A. F.、McKeachie, W. J.(1989)。A Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ)。Ann Arbor, Michigan：NCPIPTAL, School of Education, The University Michigan。  new window
4.Mayer, Richard E.(1987)。Educational Psychology: A Cognitive Approach。Don Mills：HaperCollins Publisher。  new window
5.Schunk, D. H.(1996)。Learning theories: An educational perspective。Prentice-Hall。  new window
圖書論文
1.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.。  new window
2.Corno, L.、Rohrkemper, M.(1985)。Self-regulated learning。Research on motivation in education。Orlando, FL：Academic Press。  new window
3.Mckeachie, W. J.(1987)。The new look in instructional psychology: teaching strategies for learning and thinking。Learning and Instruction。NY：Leuven University Press：Pergam on Press。  new window
4.Whitley, B.、McHugh, M.、Frieze, I.(1986)。Assessing the theoretical models for sex differences in causal attribution of success and failure。The psychology of gender: Advances through meta-analysis。Baltimore：Johns Hopkins University Press。  new window
5.Kuhl, J.(1984)。Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action control。Progress in experimental personality research。New York：Academic Press。  new window
6.Short, E. J.、Weissberg-Benchell, J. A.(1989)。The triple alliance for learning: Cognition, metacognition, and motivation。Cognitive strategy research: From basic research to educational applications。New York：Spring-Verlag。  new window
7.McCombs, B. L.(1988)。Motivational skills training: combining metacognitive, cognitive, and affective learning strategies。Learning and Study Strategies。New York：Academic Press。  new window
8.Weinstein, Claire E.、Mayer, Richard E.(1986)。The Teaching of Learning Strategies。Handbook of research on teaching。New York：Macmillan Press。  new window
9.Pintrich, P. R.(2000)。The role of goal orientation in self-regulated learning。Handbook of self-regulation: Research, theory, and applications。Academic Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：916（臺灣：901，外國：15） ／ 本年度總使用人次：1885225 ／ 訪客人次（自102年09月）：67695173
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上