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題名：自律學習策略與自我效能、學習興趣、學業成就的相關研究
書刊名：教育研究集刊
作者：趙珮晴 引用關係／余民寧 引用關係
作者(外文)：Chao, Pei-ching／Yu, Min-ning
出版日期：2012
卷期：58:3
頁次：頁1-32
主題關鍵詞：自律學習策略；自我效能；學習興趣；學業成就；Self-regulated learning strategy；Self-efficacy；Learning interest；Academic achievement
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(15) 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:15
  • 共同引用共同引用:126
  • 點閱點閱:83
本研究探討自律學習策略與相關學習因素的關係，並進一步探討其在性別和本國籍與新移民子女間的差異。本研究以自編問卷對北臺灣五所國民小學四年級學生進行施測，統計分析方法包含皮爾遜積差相關、結構方程式模型之多樣本分析、單因子多變量變異數和最小平方法迴歸分析。研究發現自律學習策略，與各科目自我效能和學習興趣之間具有正向顯著關係存在，而且與提升各科學業成就和縮短國文、英文科目的寫作業時間有關。另外，自律學習策略在兩性之間呈現差異，且以女生優於男生；至於本國籍與新移民子女之間，則未達顯著差異。最後，自律學習策略，在自我效能和學業成就之間，具有部分的中介效果。根據上述研究結果，本研究一併提出相關結論與建議以供參考。
Recently much focus has been given to studies regarding the presence of self-regulated learning strategies. This study examined the relationship between self-regulated learning strategies and various learning factors. Additional considerations to self-regulated learning strategies had been also placed on gender differences as well as the differences between local Taiwanese children and new immigrant children. Participants were fourth grade students from five primary schools in Northern Taiwan. Student participants were asked to fill out a questionnaire with regards to their study habits. Data analysis included Pearson correlation, multi-group analysis of structural equation modeling, ordinal least squares regression analysis, and one-way multivariate analysis of variance. Results showed that there existed a significant positive relationship between self-regulated learning strategies, learning interest, and self-efficacy of students. The findings also suggested that self-regulated learning strategies successfully reduced the completion time of English and Chinese homework. Additional analysis showed that female students practiced more self-regulated learning strategies than their male counterparts; however, there existed no significant difference between the local Taiwanese and new migrant children. Finally, the partial mediating effect of self-regulated learning strategies between self-efficacy and academic achievement was confirmed. According to these results, some conclusions and suggestions were proposed for practical application and future research.
期刊論文
1.Caprara, G. V.、Fida, R.、Vecchione, M.、Del Bove, G.、Vecchio, G. M.、Barbaranelli, C.、Bandura, A.(2008)。Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement。Journal of Educational Psychology，100(3)，525-534。  new window
2.Ramdass, D.、Zimmerman, B. J.(2011)。Developing self-regulation skills: The important role of homework。Journal of Advanced Academics，22(2)，194-218。  new window
3.李百麟、王巧利、林怡君、張淑美(20070900)。幼兒自律行為與父母教養型態。危機管理學刊，4(2)，41-50。new window  延伸查詢new window
4.許家驊(20101000)。國小學生運作記憶、自我調節表現與數學解題能力關係之研究。教育研究學報，44(2)，55-84。new window  延伸查詢new window
5.黃國禎、朱蕙君、陳佐霖、王姿婷、曾秋蓉、黃國豪(20070600)。線上自律學習輔助系統之研究與實證。科學教育學刊，15(3)，317-334。new window  延伸查詢new window
6.Ainley, M.、Patrick, L.(2006)。Measuring self-regulated learning processes through tracking patterns of student interaction with achievement activities。Educational Psychology Review，18(3)，267-286。  new window
7.Bol, L.、Gamer, J. K.(2011)。Challenges in supporting self-regulation in distance education environments。Journal of Computing in Higher Education，23，104-123。  new window
8.DiBenedetto, M. K.、Zimmerman, B. J.(2010)。Differences in self-regulatory processes among students studying science: A microanalytic investigation。The International Journal of Educational and Psychological Assessment，5，2-24。  new window
9.Nader-Grosbois,N.、Normandeau, S.、Ricard-Cossette, M.(2008)。Mother’s,father’s regulation and child’s self-regulation in a computer-mediated learning situation。European Journal of Psychology of Education，23(1)，95-115。  new window
10.Sansone, C.、Thoman, D. B.(2005)。Interest as the missing motivator in self-regulation。European Psychologist，70(3)，175-186。  new window
11.Schunk, D. H.s、Zimmerman, B. J.(2007)。Influencing children’s self-efficacy and selfregulation of reading and writing through modeling。Reading & Writing Quarterly，23(1)，7-25。  new window
12.Sorić, I.、Palekčić, M.(2009)。The role of students' interests in self-regulated learning: The relationship between students' interests, learning strategies and causal attributions。European Journal of Psychology of Education，24(4)，545-565。  new window
13.Stoeger, H.、Ziegler, A.(2008)。Evaluation of a classroom based training to improve selfregulation in time management tasks during homework activities with fourth graders。Metacognition and Learning，3，207-230。  new window
14.Xu, J.(2009)。School location, student achievement, and homework management reported by middle school students。The School Community Journal，19，27-43。  new window
15.Dignath, C.、Buttner, G.(2008)。Components of fostering selfregulated learning among students: A meta-analysis on intervention studies at primary and secondary school level。Metacognition and Learning，3，231-264。  new window
16.Zimmerman, B. J.(2008)。Investigating self-regulation and motivation: Historical background, methodological development, and future prospects。American Educational Research Journal，45(1)，166-183。  new window
17.Zimmerman, B. J.、Kitsantas, A.(2005)。Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs。Contemporary Educational Psychology，30(4)，397-417。  new window
18.Baron, R. M.、Kenny, D. A.(198612)。The Moderator-Mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic, and Statistical Considerations。Journal of Personality and Social Psychology，51(6)，1173-1182。  new window
19.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
20.毛國楠、程炳林(19930700)。目標層次與目標導向對大學生自我調整學習歷程之影響。教育心理學報，26，85-106。new window  延伸查詢new window
21.Bandura, Albert(2001)。Social cognitive theory: An agentic perspective。Annual Review of Psychology，52(1)，1-26。  new window
22.林吟霞(20100700)。自主學習取向之適性課程與教學研究：臺灣小學與德國小學「方案教學」個案比較。課程與教學，13(3)，47-76。new window  延伸查詢new window
23.趙珮晴、余民寧、張芳全(20110900)。探討臺灣學生的自律學習：TEPS資料的縱貫性分析。教育科學研究期刊，56(3)，151-179。new window  延伸查詢new window
24.Zimmerman, Barry J.(1989)。A social cognitive view of self-regulated academic learning。Journal of Educational Psychology，81(3)，329-339。  new window
25.Schunk, Dale H.、Zimmerman, Barry J.(1997)。Social origins of self-regulatory competence。Educational Psychologist，32(4)，195-208。  new window
26.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
27.許家驊(20081200)。國小數學解題自我調節表現量表之編製發展與實測分析研究。教育與心理研究，31(4)，115-146。new window  延伸查詢new window
28.Bagozzi, Richard P.、Yi, Youjae(1988)。On the Evaluation of Structural Equation Models。Journal of the Academy of Marketing Science，16(1)，74-94。  new window
29.Moss, E.(1990)。Social interaction and metacognitive development in gifted preschoolers。Gifted Child Quarterly，34(1)，16-20。  new window
30.Bynum, M. S.、Brody, G. H.(2005)。Coping behaviors, parenting, and perceptions of children's internalising and externalising problems in rural African American mothers。Interdisciplinary Journal of Applied Family Studies，54(1)，58-71。  new window
31.Hong, E.、Aqui, Y.(2004)。Cognitive and motivational characteristics of adolescents gifted in mathematics。Gifted Child Quarterly，48(3)，191-201。  new window
32.Martin, A. J.(2004)。School motivation of boys and girls: Differences of degree, differences of kind, or both?。Australian Journal of Psychology，56(3)，133-146。  new window
33.Martinez-Pons, M.(1996)。Test of a model of parental inducement of academic self-regulation。The Journal of Experimental Education，64(3)，213-227。  new window
34.Martinez-Pons, M.(2002)。Parental influences on children's academic self-regulatory development。Theory into Practice，41(2)，126-131。  new window
會議論文
1.DiBenedetto, M. K.、Bembenutty, H.(2011)。Within the pipeline: Self-regulated learning and academic achievement among college students in science courses。The Annual Meeting of the American Educational Research Association。New Orleans, LA。  new window
學位論文
1.朱健鴻(2008)。自律學習策略對國中學生學習動機與學業成就影響之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.胡清閔(2011)。國中資優學生自律學習能力之研究--以國中數學科為例(碩士論文)。國立彰化師範大學。  延伸查詢new window
3.賴曉雯(2008)。探討學習動機和自律學習在課堂表現上之關聯性(碩士論文)。中原大學。  延伸查詢new window
圖書
1.Mackmnon, D. P.(2008)。Introduce to statistical mediation analysis。Mahwah, NJ：Erlbaum。  new window
2.Kline, Rex B.(2005)。Principles and practice of structural equation modeling。New York, NY：Guilford Press。  new window
3.余民寧(2006)。潛在變項模式：SIMPLIS的應用。高等教育。  延伸查詢new window
4.邱皓政(2010)。量化研究與統計分析：SPSS（PASW）資料分析範例解析。五南圖書出版股份有限公司。  延伸查詢new window
5.邱皓政(2003)。結構方程模式--LISREL的理論、技術與應用。雙葉書廊。  延伸查詢new window
6.Jöreskog, Karl G.、Sörbom, Dag(1993)。LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language。Scientific Software International。  new window
7.黃芳銘(2002)。結構方程模式--理論與應用。臺北市：五南。  延伸查詢new window
8.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
圖書論文
1.Zimmerman, B. J.(2000)。Attaining self-regulation: A social cognitive perspective。Handbook of self-regulation。Academic Press。  new window
2.Sobel, M. E.(1982)。Asymptotic confidence intervals for indirect effects in structural equations models。Sociology methodology 1982。San Francisco：Jossey-Bass。  new window
3.Zimmerman, Barry J.(1998)。Developing Self-Fulfilling Cycles of Academic Regulation: An Analysis of Exemplary Instructional Models。Self-Regulated Learning: From Teaching to Self-Reflective Practice。Guilford Press。  new window
 
 
 
 
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