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題名：自我調整學習能力對運動技能表現之影響暨教學策略效果之研究
書刊名：臺灣運動心理學報
作者：陳偉瑀 引用關係
作者(外文)：Chen, Wel-yu
出版日期：2005
卷期：7
頁次：頁77-101
主題關鍵詞：自我調整學習；運動技能表現；教學策略；Self-regulate learning；Sports performance；Instructional strategy
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(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:196
  • 點閱點閱:43
本研究主要目的是在探討自我調整學習能力對運動技能表現的影響，並將自我調整學習理論，融入體育課程中的運動技能指導，進行自我調整策略教學，藉以考驗自我調整學習策略的教學效果。本研究所使用的工具為自我調整學習量表（學習動機信念量表與學習策略量表兩部份）。以德明技術學院體育課桌球選項組，四個班計有142人為研究對象。所得資料以皮爾遜積差相關、多元逐步迴歸分析、獨立樣本t考驗，以及混合設計2×2×3三因子變異數等進行統計分析。研究結果發現：l.「考試準備」及「自我期許」與運動技能表現有正相關的存在；「考試焦慮」與運動技能表現有負相關存在。2.「考試準備」及「考試焦慮」能有效預測體育課運動技能表現。3.高、低運動技能表現者在自我調整學習能力上有差異存在。4.實驗組與控制組在不同測量階段上有交互作用的存在，實驗組比控制組在中、後測階段中都有較佳的運動技能表現。5.高自我調整能力者比低自我調整能力者有較佳的運動技能表現。6.在體育課程中導入自我調整學習教學策略，對大專生在體育課運動技能學習上有明顯增進的效果。本研究根據研究發現提出結論與未來研究的建議。
The purposes of this study were to identify the effects of the ability to self-regulate learning on sports performance, and further to validate the effects of integrated instruction on self-regulated learning strategy. The participants were 142 students from Tak-Ming Institute of Technology. The collected data were analyzed by Pearson product-moment correlation, multiple stepwise regression analysis t-test (independent) and three-way mixed design of ANOVA 2×2×3. The findings were as follows: 1. The positive correlation between "preparing to examination" and "self-anticipation" of sports performance and negative correlation between "examination anxiety" of sports performance were identified. 2. The "preparing to examination" and "examination anxiety" could be validly used to predict sports performance on physical education program. 3. There were differences on the self-regulate learning between high and low of sports performance. 4. There was an interaction between experiment group and control group in differences measurement levels; experiment group performed better in sports than control group. 5. High self-regulate participants were better in sport performance than low self-regulated participants. 6. Attached self-regulated learning strategy into college physical education program improved the result in sport skills learning. Based on the results and findings of this study, some applications and further research suggestions were offered.
期刊論文
1.Schuitz, P. A. L.(1997)。Educational goals, strategies use and the academic performance of high school students。High School Journal，80(3)，193-202。  new window
2.黃素芬、陳偉瑀(20040500)。大專生桌球學習動機及學習策略對學習表現的預測。臺灣運動心理學報，4，21-46。new window  延伸查詢new window
3.Lan, W. Y.(1996)。The effects of self-monitoring on students' course performance, use of learning strategies, attitude, self-judgment ability, and knowledge representation。The Journal of Experimental Education，64(2)，101-115。  new window
4.DeGroot, E. V.(2002)。Learning through interviewing: Students and teachers yalk about learning and schooling。Educational Psychologist，37(1)，41-52。  new window
5.Eom, W.(1999)。The effects of self-regulated learning environment。International Jouranal of Educational Technology，1(1)，263-285。  new window
6.Garcia, T.(1995)。The role of motivational atrategies in self-regulated learning。New Directions for Teaching and Learning，63，29-42。  new window
7.VanZile-Tamsen, C.、Livingston, J. A.(1999)。he differential impact of motivation on the self-regulated strategy use of high- and low- achieving college students。Journal of College Student Development，40，54-60。  new window
8.周文祥、林清和(19951200)。體育成就動機與學習成就關係之研究。體育學報，20，37-50。new window  延伸查詢new window
9.張新仁(19830600)。國中學生學習行為之研究。國立臺灣師範大學教育研究所集刊，25，35-44。new window  延伸查詢new window
10.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。  new window
11.Kirschenbaum, D. S.(1984)。Self-Regulation and Sport Psychology: Nurturing an Emerging Symbiosis。Journal of Sport and Exercise Psychology，6(2)，159-183。  new window
12.高三福(1998)。運動的自我調整：一個自我效能的觀點。師大體育研究，5，105-116。  延伸查詢new window
13.陳品華(20040300)。融入式介入方案對技職大學生自我調整學習之影響研究。教育與心理研究，27(1)，159-180。new window  延伸查詢new window
14.Kane, T. D.、Marks, M. A.、Zaccaro, S. J.、Blair, V.(1996)。Self-efficacy, personal goals, and wrestlers' self-regulation。Journal of Sport & Exercise Psychology，18(1)，36-48。  new window
15.Biggs, J. B.(1978)。Individual and group differences in study processes。British Journal of Educational Psychology，48(3)，266-279。  new window
16.Warr, Peter、Downing, Jonathon(2000)。Learning strategies, learning anxiety and knowledge acquisition。British Journal of Psychology，91(3)，311-333。  new window
17.Johnson, D. S.、Kanfer, R.(1992)。Goal-performance Relations: The effects of initial task complexity and task practice。Motivation and Emotion，76(2)，117-142。  new window
18.Zimmerman, Barry J.(1989)。A social cognitive view of self-regulated academic learning。Journal of Educational Psychology，81(3)，329-339。  new window
19.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
20.Boekaerts, M.(1999)。Self-regulated learning: Where we are today?。International journal of educational research，31(6)，445-457。  new window
21.何榮桂、姚漢禱(19960100)。評分量尺模式在運動技能測驗上的應用。測驗年刊，43，141-152。new window  延伸查詢new window
22.陳玉玲(20021200)。自我調整學習理論探究及相關研究。教育學刊，19，27-45。new window  延伸查詢new window
23.陳偉瑀、沈莉青(20030600)。體育課動機信念量表編製之研究。德明學報，21，127-139。  延伸查詢new window
24.程炳林(20020400)。大學生學習工作、動機問題與自我調整學習策略之關係。教育心理學報，33(2)，79-101。new window  延伸查詢new window
25.Nolen, S. B.(1996)。Why study? How reasons for learning influence strategy selection。Educational Psychology Review，8(4)，335-355。  new window
26.Pintrich, P. R.(1995)。Understanding self-regulated learning。New Directions for Teaching and Learning，1995(63)，3-12。  new window
27.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。  new window
28.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。  new window
29.Gatley, D.、Duda, J.(1997)。Psychological antecedents of the frequency and intensity of flow in golfer。International Journal of Sport Psychology，28(4)，309-322。  new window
會議論文
1.Lidner, R.W.、Harris, B. R.(1993)。Teaching self-regulated learning strategies。1993 National Convention of the Association for Educational Communications and Technology，(會議日期: 1993//01/13-01/17)。New Orleans, LA.。641-654。  new window
2.陳偉瑀(2005)。大專生體育課自我調整學習與學習表現之關係。中華民國大專院校九十四年度體育學術研討會，362-372。  延伸查詢new window
3.陳偉瑀、黃素芬(2004)。不同學習成就學生在學習動機及學習策略之差異。中華民國大專院校九十三年度體育學術研討會，152-162。  延伸查詢new window
4.陳偉瑀、沈莉青(2003)。體育課學習策略量表編製之研究。中華民國大專院校九十二年度體育學術研討會。桃園縣：國立體育學院。  延伸查詢new window
學位論文
1.張宏明(2001)。目標來源、目標難度及成就動機對投籃表現及內在動機的影響(碩士論文)。國立體育學院，桃園縣。  延伸查詢new window
2.何茂松。國中女生的動機水準、工作難度、合作與競爭對工作表現及焦慮狀態之影響(碩士論文)。國立臺灣師範大學，台北市。  延伸查詢new window
3.林琮智(1999)。過去表現、目標取向、自我效能、目標設定對國小學童足球挑球表現之影響暨自我調整歷程研究(碩士論文)。國立體育學院。  延伸查詢new window
4.陳品華(2000)。二專生自我調整學習之理論建構與實證研究(博士論文)。國立政治大學，台北市。new window  延伸查詢new window
5.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。new window  延伸查詢new window
6.梁麗珍(2001)。二專在職學生自我導向學習、學習動機、學習策略與自我概念相關之研究(博士論文)。彰化師範大學。new window  延伸查詢new window
圖書
1.林琮智(2004)。自我調整歷程動機變項、運動樂趣、目標取向與不同種族國小學童運動表現之相關研究。屏東市：錦繡中華出版社。  延伸查詢new window
2.盧居福(1992)。網球初學者之成就動機、自尊與正手拍擊球準確性初期學習及成就歸因的關係之探討。臺北：靖宇資訊科技出版社。  延伸查詢new window
3.Talbot, G. L.(1997)。Helping teachers and students talk about learning strategies for teacher-made tests and assignments。  new window
4.Zimmerman, B. J.、Bonner, S.、Kovach, R.(1996)。Developing self-regulated learners: Beyond achievement to self-efficacy。Washington, DC：American Psychological Association。  new window
5.Johnson, G. R.(1991)。Teaching tips for users of the Motivated Strategies for Learning Questionnaire。Ann Arbor, MI：University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning。  new window
6.王俊明(1995)。大學生之成就動機、目標接受及目標難度對射飛鏢之工作表現、內在動機及選擇策略的影響。臺北市：師大書苑有限公司。  延伸查詢new window
7.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
其他
1.McKeachie, W. J.，Merrian, S. B.，Gredler, M. E.(1987)。Teaching and learning in the college classroom. A review of the research literature (1986) and November 1987 supplement，The Regents of University Michigan。  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.Hofer, B. K.、Yu, S. L.、Pintrich, P. R.(1998)。Teaching College Students to Be Self-regulated Learners。Self-regulated Learning: From Teaching to Self-reflective Practice。New York, NY：The Guilford Press。  new window
3.Pintrich, P. R.(1989)。The dynamic interplay of student motivation and cognition in the college classroom。Advance in motivation and achievement: motivation enhancing environments。Greenwich, CT：JAI press。  new window
4.McCombs, B. L.(1988)。Motivational skills training: Combining meta-cognitive, cognitive, and affective learning strategies。Learning and study strategies。Boston：Academic Press。  new window
 
 
 
 
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