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題名：澎湖縣國中生未來時間觀、自律學習與學習成就之研究
書刊名：臺北市立大學學報. 教育類
作者：張芳全 引用關係／洪筱仙
作者(外文)：Chang, Fang-chung／Hong, Xiao-xian
出版日期：2019
卷期：50:2
頁次：頁1-32
主題關鍵詞：未來時間觀；自律學習；學習成就；國中生；Future time perspective；Self-regulated learning；Learning achievement；Junior high school students
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  • 被引用次數被引用次數:期刊(6) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:535
  • 點閱點閱:3
本研究探討澎湖縣國中三年級學生的未來時間觀、自律學習與學習成就的關係。本研究採問卷調查法，研究對象為澎湖縣國中三年級636位學生。以描述統計與結構方程模式統計分析發現，澎湖縣國三生未來時間觀、自律學習整體情形良好，學習成就達基礎等級。家庭社經地位可以預測未來時間觀、自律學習與學習成就。此外，國中三年級學生的未來時間觀可以預測自律學習，國三生的自律學習可以預測學習成就，且自律學習透過未來時間觀預測學習成就。根據結果，針對國中教師與學校單位提出建議，並提供未來研究參考。
This thesis aims to explore the relationship among future perspective, self-regulated learning, and learning achievement of junior high school students in Penghu County. Data were collected through questionnaires from 636 ninth graders and analyzed by descriptive statistics and structural equation model. The findings were as follows: Junior high school students in Penghu averagely had good future time perspective and self-regulated learning. The average learning achievement of ninth graders reached the basic level. Socioeconomic status could predict future time perspective, self-regulated learning, and learning achievement. In addition, future time perspective could predict self-regulated learning. Self-regulated learning could predict learning achievement; through self-regulated learning, future time perspective could predict learning achievement as well. Based on the results, suggestions were put forward for teachers, schools, and future researchers.
期刊論文
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36.黃珮婷、陳慧娟(20160300)。大學生未來時間觀與自我調整學習之關係：知覺工具性的中介效果檢驗。教育心理學報，47(3)，329-354+354_1。new window  延伸查詢new window
37.Adelabu, D. H.(2008)。Future time perspective, hope, and ethnic identity among African American adolescents。Urban Education，43(3)，347-360。  new window
38.Gutiérrez-Braojos, C.(2015)。Future time orientation and learning conceptions: Effects on metacognitive strategies, self-efficacy beliefs, study effort and academic achievement。Educational Psychology: An International Journal of Experimental Educational Psychology，35(2)，192-212。  new window
39.陳柏霖、段盛華、何慧卿、高旭繁(20170800)。影響大學新生學習投入因素之研究：建構未來時間觀之學習歷程模式。教育政策論壇，20(3)=63，95-130。new window  延伸查詢new window
40.Zimmerman, B. J.(2013)。From cognitive modeling to self-regulation: A social cognitive career path。Educational Psychologist，48(3)，135-147。  new window
41.林秀玲、吳相儀、吳清麟、邱發忠、陳學志、陳慧娟(20150600)。小學生「未來時間觀量表」之中文化及信、效度評估。測驗學刊，62(2)，153-179。new window  延伸查詢new window
42.賴慧敏、鄭博文、陳清檳(20150600)。偏遠地區與一般地區國中生學習成就差異比較：以「反事實」分析。測驗學刊，62(2)，127-151。new window  延伸查詢new window
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44.Peetsma, T. T. D.、van der Veen, I.(2011)。Relations between the development of future time perspective in three life domains, investment in learning, and academic achievement。Learning and Instruction，21(3)，481-494。  new window
45.張芳全(20110600)。家長教育程度、文化資本、自我抱負、學習興趣與數學成就之關係研究。臺中教育大學學報．教育類，25(1)，29-56。new window  延伸查詢new window
46.Wigfield, Allan、Eccles, Jacquelynne S.(2000)。Expectancy-value theory of achievement motivation。Contemporary Educational Psychology，25(1)，68-81。  new window
47.沈孟樺、林淑玲(20130100)。國中生家庭社會資本與自我調整學習關係之研究。家庭教育雙月刊，41，6-30。  延伸查詢new window
48.張芳全(20170500)。新移民語有助於學習表現嗎？。學校行政，109，21-42。  延伸查詢new window
49.Fung, H. H.、Isaacowitz, D. M.(2016)。The role of time and time perspective in agerelated processes: Introduction to the special issue。Psychology and Aging，31，553-557。  new window
50.Lens, W.、Paixão, M. P.、Herrera, D.、Grobler, A.(2012)。Future time perspective as a motivational variable: Content and extension of future goals affect the quantity and quality of motivation。Japanese Psychological Research，54，321-333。  new window
51.Nuttin, J. R.(1964)。The future time perspective in human motivation and learning。Acta Psychologica，23，60-82。  new window
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57.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
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70.曾妙音、王雅玲、李瓊雯、張恬瑜(20110700)。父母社經地位與國中生學習動機、學業成就之相關性研究。家庭教育雙月刊，32，6-27。  延伸查詢new window
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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
2.Schunk, D. H.(1994)。Motivating self-regulation of learning: The role of performance attributions。The Annual Meeting of the American Educational Research Association。New Orleans, LA。  new window
研究報告
1.許添明(2014)。影響我國偏遠與非偏遠地區國中學生學業成就之教育資源研究 (計畫編號：NSC 98-2410-H-003-009-SS2)。臺北。  延伸查詢new window
學位論文
1.何嘉欣(2011)。國中生未來時間觀、學習資源的社會支持與學習動機、學業成就之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.林麗芳(2009)。高中職學生未來時間觀與課業學習動機調整策略關係之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
3.邱英豪(2007)。國中學生未來時間觀照之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
4.周淑楓(2007)。未來取向之自我調整學習歷程模式分析(碩士論文)。國立成功大學。  延伸查詢new window
5.陳志恆(2009)。國中學生自我調整學習策略量表之編製及效度研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
6.黃珮婷(2011)。大學生未來時間觀、知覺工具性及自我調整學習之相關研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.張芳全(2010)。多層次模型在學習成就之研究。臺北市：心理出版社。  延伸查詢new window
2.林生傳(2005)。教育社會學。巨流圖書股份有限公司。  延伸查詢new window
3.張芳全(2019)。統計就是要這樣跑。臺北市：心理。new window  延伸查詢new window
4.Nuttin, J.、Lens, W.(2014)。Future time perspective and motivation: Theory and research method。New York, NY：Psychology Press。  new window
5.余民寧(2006)。潛在變項模式：SIMPLIS的應用。高等教育。  延伸查詢new window
其他
1.兒童福利聯盟(2014)。我的未來不是夢？臺灣國中生的未來志向調查，http://www.cylaw.org.tw/about/guidance/8/149。  延伸查詢new window
圖書論文
1.Mello, Z. R.、Worrell, F. C.(2015)。The past, the present, and the future: A conceptual model of time perspective in adolescence。Time perspective theory: Review, research and application。Springer。  new window
2.Paixao, M. P.、Abreu, M. V.、Lens, W.(2012)。Motivation, future time perspective and vocational planning behavior。Motivation, consciousness and self-regulation。New York, NY：Nova Science。  new window
3.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
 
 
 
 
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