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題名：國中學生自我調整學習策略量表之編製及效度研究
書刊名：輔導與諮商學報
作者：陳志恆／林清文 引用關係
作者(外文)：Chen, Chi-heng／Lin, Ching-wen
出版日期：2008
卷期：30:2
頁次：頁1-36
主題關鍵詞：自我調整學習策略；國中學生自我調整學習策略量表；Self-regulated learning strategies；The self-regulated learning strategy inventory for junior high school students
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  • 被引用次數被引用次數:期刊(15) 博士論文(8) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:15
  • 共同引用共同引用:180
  • 點閱點閱:63
本研究旨在編製適合國中學生使用的自我調整學習策略評量工具，研究結果摘要如下: 一、以自我調整學習的六個領域與四個階段為量表評量架構，包括六個組合量表與24個分量表，共計114題。 二、量表信度：除了任務控制和時間初始準備兩分量表外，各分量表具有良好的內部一致性；亦具有中等程度以上的隔週測量穩定性。 三、量表效度：(一)以國中生學習與讀書策略量表為效標時，全量表、認知、動機/情感、時間、求助資源等領域組合量表皆具有良好的效標關聯效度。以學業成就指標為效標時，除了任務和時間領域組合量表外，其餘各分量表均具有中等程度的效標關聯效度；(二)以結構方程模式統計方法分析所得的量表修正模式能得到實徵資料的支持，唯任務控制分量表存在著些微測量誤差；(三)全量表與各組合量表內均具有理想的內部一致性。 四、國中學生的自我調整學習策略：(一)國中學生自我調整學習策略的整體使用情形仍待加強：最常使用認知與動機/情感領域的自我調整學習策略，而時間與任務領域的使用程度最低；(二)國中學生在初始準備階段的自我調整學習策略使用情形均優於監測、控制和反應與反映等階段；(三)低年級國中學生自我調整學習策略的使用程度優於高年級；(四)國中女生的自我調整學習策略使用程度優於國中男生。 依據上述研究結果，本研究針對量表編製後續研究以及國中階段的課業學習輔導等方面提出建議。
The purpose of the study is to develop an inventory of self-regulated learning strategies for junior high school students. There are 817 participants and the reliability and validity of the strategies used by junior high school students are investigates. The main findings are as follows: 1.The Self-Regulated Learning Strategy Inventory (SRLSI) is composed of 24 sub-scales and 114 items focusing on four stages of self-regulated learning in cognition, motivation/affect, task, environment, time, and help seeking areas. 2.The internal consistency reliability of the sub-scales is between .65 with .94, and the retest reliability is moderate. 3.The criterion-related validity of the sub-scales in the SRLSI and the Learning Strategy Inventory is between .51 with .82. However, its criterion-related validity with academic performance is medium. 4.The frame of the SRLSI is supported by the empirical data through the analysis of the structural equation modeling. 5.There is significant internal consistency in the validity of the SRLSI between the sub-scales. 6.The participants are not used to adopting self-regulated learning strategies in their learning. In terms of the strategy use, the most adopted strategies are cognition and motivation/affect, while the least adopted strategies are time and tasks. As for the stages, there are more uses of the strategies like forethought, planning and activation in the initial stage than in monitoring, control, reaction and reflection stages. There are also significant variations reflected in grade and gender differences. Implications more uses of these results, suggestions for the practice of self-regulated learning strategies and future research are discussed.
期刊論文
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2.Newman, R. S.、Goldin, L.(1990)。Children's reluctance to seek help with schoolwork。Journal of Educational Psychology，82，92-100。  new window
3.Turner, J. C.、Thorpe, P. K.、Meyer, D. K.(1998)。Students' reports of motivation and negative affect: A theoretical and empirical analysis。Journal of Educational Psychology，90(4)，758-771。  new window
4.Boisvert, J.、Bouffard, T.、Vezeau, C.、Larouche, C.(1995)。The Impact of Goal Orientation on Self-regulation and Performance among College Students。British Journal of Educational Psychology，65，317-329。  new window
5.周立勳(19961100)。誰較有可能問問題?--國小學童課業尋助相關因素之分析。嘉義師院學報，10，261-295。  延伸查詢new window
6.Lapan, R. T.、Kardash, C. M.、Turner, S.(2002)。Empowering students to become self-regulated learners。Professional School Counseling，5(4)，257-265。  new window
7.Fuligni, A. J.、Stevenson, H. W.(1995)。Time use and mathematics achievement among American, Chinese, and Japanese high school students。Child Development，66(3)，830-842。  new window
8.Yowell, C. M.、Smylie, M. A.(1999)。Self-regulation in democratic communities。Elementary School Journal，99(5)，469-490。  new window
9.Paris, Scott G.、Paris, Alison H.(2001)。Classroom applications of research on self-regulated learning。Educational Psychologist，36(2)，89-101。  new window
10.Simpson, M.、Hynd, C.、Nist, S.、Burrell, K.(1997)。College academic assistance programs and practices。Educational Psychology Review，9，39-87。  new window
11.林邦傑(19950100)。我國國小、國中、高中學生學習及讀書策略之比較分析。測驗年刊，42，349-370。new window  延伸查詢new window
12.Wolters, C. A.(1998)。Self-regulated Learning and College Students' Regulation of Motivation。Journal of Educational Psychology，90(2)，224-235。  new window
13.Warr, Peter、Downing, Jonathon(2000)。Learning strategies, learning anxiety and knowledge acquisition。British Journal of Psychology，91(3)，311-333。  new window
14.黃德祥(19950500)。學習輔導與學生發展。學生輔導，38，22-31。  延伸查詢new window
15.Flavell, John H.(1979)。Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry。American Psychologist，34(10)，906-911。  new window
16.Zimmerman, Barry J.、Martinez-Pons, M.(1988)。Construct validation of a strategy model of student self-regulated learning。Journal of Educational Psychology，80(3)，284-290。  new window
17.林清文(20030300)。高中高職學生基礎學科自我調整課業學習策略研究。中華輔導學報，13，1-44。new window  延伸查詢new window
18.Bandura, Albert(2001)。Social cognitive theory: An agentic perspective。Annual Review of Psychology，52(1)，1-26。  new window
19.Zimmerman, B. J.(1990)。Self-regulated learning and academic achievement: An overview。Educational Psychologist，25(1)，3-17。  new window
20.Pintrich, Paul R.(2004)。A conceptual framework for assessing motivation and self-regulated learning in college students。Educational Psychology Review，16(4)，385-407。  new window
21.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
22.Zimmerman, Barry J.(2002)。Becoming a self-regulated learner: An overview。Theory Into Practice，41(2)，64-70。  new window
23.Zimmerman, B. J.、Martinez-Pons, M.(1986)。Development of a structured interview for assessing student use of self regulated learning strategies。American Educational Research Journal，23(4)，614-628。  new window
24.Cleary, T. J.、Zimmerman, B. J.(2004)。Self-regulation empowerment program: a school-based program to enhance self-regulated and self-motivated cycles of student learning。Psychology in the Schools，41(5)，537-550。  new window
25.Bandura, Albert、Locke, Edwin A.(2003)。Negative self-efficacy and goal effects revisited。Journal of Applied Psychology，88(1)，87-99。  new window
26.林清文(20020600)。自我調整課業學習模式在課業學習諮商的應用。彰化師大輔導學報，23，229-275。new window  延伸查詢new window
27.Macan, T. H.、Shahani, C.、Dipboye, R. L.、Phillips, A. P.(1990)。College students' time management: Correlations with academic performance and stress。Journal of Education Psychology，82(4)，760-768。  new window
28.吳靜吉、程炳林(19930300)。國民中小學生學習動機、學習策略與學業成績之相關研究。國立政治大學學報，66(上冊)，13-39。  延伸查詢new window
29.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
30.林清文(2002)。校園中學生課業學習的目標導向與動力探析。輔導通訊，71，29-35。  延伸查詢new window
31.Dembo, M. H.,、Eaton, M. J.(2000)。Self-regulation of academic learning in middle-level schools。The Elementary School Journal，100(5)，473-490。  new window
32.Doyle, M. S.,、Garland, J. C.(2001)。A course to teach cognitive and affective learning strategies to university students。Guidance & Counseling，16 (3)，86-91。  new window
33.Kardash, C. M.、Amlund, J. T.(1991)。Self-reported learning strategies and learning from expository text。Contemporary Educational Psychology，16，117-138。  new window
34.Mealey, D. L.(1988)。Test review: Learning and study strategies Inventory(LASSI)。Journal of Reading，31(4)，382-385。  new window
35.Misra, R.,、McKean, M.(2000)。College students’ academic stress and its relation to their anxiety, time management, and leisure satisfacation。American Journal of Health Studies，16(1)，41-51。  new window
36.Purdie, N.,、Hattie, J.(1996)。Cultural differences in the use of strategies for self-regulated learning。American Journal of Educational Research，33，845-871。  new window
37.Zimmerman, B. J.(1986)。Development of self-regulated learning: Which are the key sub-process?。Contemporary Educational Psychology，16，307-313。  new window
38.Zimmerman, B. J.、Kitsantas, A.(1997)。Development phases in self-regulation: Shifting from process goals to outcome goals。Journal of Educational Psychology，89(1)，29-36。  new window
39.Zimmerman, B. J.,、Paulsen, A. S.(1995)。Self-monitoring during collegiate studying: An invaluable tool for academic self-regulation。New directions for teaching and learning，63，13-27。  new window
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。  new window
學位論文
1.蕭佳莉(2006)。嘉義市國中生生命意義感、生活壓力與憂鬱傾向之相關研究(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
2.黃雅彗(2006)。生活壓力與網路沉迷之相關研究--以新莊地區國中生為例(碩士論文)。臺灣大學。  延伸查詢new window
3.趙柏原(1999)。國中學童自我效能、求助態度與課業求助行爲之相關研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
4.巫文琦(2006)。國中學生自我效能、教師期望、解釋風格與學習動機之相關研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
5.林文乾(2007)。國中學生自我效能、父母期望、教室結構知覺與學業成就之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
6.郭郁智(2000)。國民中學學生學習策略、批判思考能力與學業成就之相關研究(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
7.李國禎(2001)。國中學生對教師有效教學行為的知覺與其學習策略、學業成就之相關研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
8.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
9.羅婉麗(2001)。國中小學生生活適應之訪談、評量與調查研究(碩士論文)。國立成功大學。  延伸查詢new window
10.蘇彙珺(1998)。社會支持、自我效能與國中學生壓力因應歷程中認知評估及因應策略的相關研究(碩士論文)。國立師範大學。  延伸查詢new window
11.賴宥亘(2004)。應用音樂抒解國中成長階段「情緒壓力」相關因素之調查研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
12.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
13.蔡淑薇(2004)。高中職學生學習風格、自我調整學習與學業成就之關係(碩士論文)。國立彰化師範大學。  延伸查詢new window
14.劉素倫(2005)。國中教師班級經營與學生學習動機之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
15.廖彥棻(2000)。台灣國中生英語學習動機與學習策略之研究(碩士論文)。彰化師範大學。  延伸查詢new window
16.蔡政忠(2004)。國中學生父母管教方式、自我調整學習策略與學業成就之關係研究，彰化市。  延伸查詢new window
圖書
1.李咏吟、張德榮、陳慶福、林本喬、韓楷檉(1993)。國中生學習與讀書策略量表指導手冊。臺北：中國行為科學社。  延伸查詢new window
2.Jones, B. F.、Palincsar, A. S.、Ogle, D. S.、Carr, E. G.(1987)。Strategic teaching and learning: Cognitive instruction in the content areas。Elmhurst, IL：North Central Regional Laboratory and the Association for supervision and Curriculum Develoopment。  new window
3.Weinstein, C. E.(1987)。Learning and study strategies inventory (LASSI): User's manual。H & H Publishing Company。  new window
4.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
5.陳正昌、程炳林、陳新豐、劉子鍵(2005)。多變量分析方法：統計軟體應用。臺北市：五南圖書出版股份有限公司。  延伸查詢new window
6.Weinstein, C. E.(1990)。Learning and study strategies inventory-high school version (LASSI-HS): User’s manual。Clearwater, FL：H＆H Publishing Company。  new window
7.吳明隆(2007)。結構方程模式：AMOS的操作與應用。臺北：五南。  延伸查詢new window
8.Schunk, D. H.、Zimmerman, B. J.(1998)。Self-regulated learning: From teaching to self-reflective practice。Guilford Press。  new window
9.Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York：Freeman。  new window
10.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
11.McCormick, C. B.,、Pressley, M.(1997)。Educational psychology: Learning, instruction, and assessment。New York。  new window
圖書論文
1.Weinstein, C. E.、Husman, J.、Dierking, D. R.(2000)。Self-regulation interventions with a focus on learning strategies。Handbook of self-regulation。San Diego, CA：Academic Press。  new window
2.Zimmerman, B. J.、Risemberg, R.(1997)。Self-regulatory dimensions of academic learning and motivation。Handbook of academic learning: Construction of knowledge。Academic Press。  new window
3.Schunk, D. H.(2001)。Social cognitive theory and self-regulated learning。Self-regulated Learning and Academic Achievement: Theoretical Perspectives。Mahwah, NJ：Lawrence Erlbaum Associates Publishers。  new window
4.Zimmerman, Barry J.(1989)。Models of self-regulated learning and academic achievement。Self-regulated learning and academic achievement: Theory, research, and practice。Springer-Verlag。  new window
5.Zimmerman, B. J.(2000)。Attaining self-regulation: A social cognitive perspective。Handbook of self-regulation。Academic Press。  new window
6.Zimmerman, B. J.(2001)。Theories of self-regulated learning and academic achievement: An overview and analysis。Self-regulated learning and academic achievement: Theoretical perspectives。Mahwah, NJ：Lawrence Erlbaum Associates Publishers。  new window
7.Pintrich, P. R.(2000)。The role of goal oriention in self-regulated learning。Handbook of self-regulation。San Diego, CA：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.Weinstein, C. E.(1978)。Elaboration skills as a learning strategy。Learning strategies。New York, NY：Academic Press。  new window
 
 
 
 
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