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題名：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
書刊名：教育心理學報
作者：林清山／程炳林 引用關係
出版日期：1995
卷期：28
頁次：頁15-57
主題關鍵詞：自我調整學習；學習動機；目標設定；行動控制；學習策略；閱讀理解；Self-regulated learning；Learning motivation；Goal setting；Action control；Learning strategies；Reading comprehension
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  • 被引用次數被引用次數:期刊(75) 博士論文(17) 專書(3) 專書論文(1)
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  • 共同引用共同引用:73
  • 點閱點閱:106
　　　　　本研究的主要目的有二:(一)探討國中生自我調整學習變項之間的關係及自我調整學習變項和閱讀理解之間的關係。(二)考驗本研究者所設計的「自我調整的閱讀理解教學課程」對閱讀上低自我調整的國中生的自我調整學習和閱讀理解表現的效果。 為完成前述研究目的，本研究進行研究一及研究二兩個研究。研究一是相關研究，受試者來自臺灣北部地區共290名國中二年級學生。所使用的工具包括研究者自編的閱讀理解測驗(甲、乙、丙、丁式)、閱讀動機量表、目標設定量表行動控制量表、行動覺察量表、閱讀策略量表、和策略覺察量表等。研究一所使用的統計方法為典型相關分析、多元迴歸分析、和賀德臨T2統計法。研究結果有三項主要發現:(一)國中生自我調整學習歷程中的閱讀動機、目標設定、行動控制、和閱讀策略之間有密切關係，這幾組分數之間有顯著的典型相關，重疊指標介於23.58%~46.83%之間。(二)國中生的自我調整學習變項可以預測其閱讀理解分數。十三個自我調整學習變項一共可以解釋閱讀理解分數總變異量的45%左右。(三)高、低閱讀理解能力的國中生在自我調整學習變項上有顯著差異。高閱讀理解能力的國中生在閱讀價值、閱讀期望、閱讀自我效能、自設目標、目標投入、注意力控制、環境控制、計劃策略、訊息選擇略、精緻化策略、和調整策略等變項的得分上都顯著優於低閱讀理解能力的國中生。 研究二是自我調整的閱讀理解教學效果研究，主要在教導低自我調整者習得自我調整學習模式中各重要成份。受試者是24名閱讀方面低自我調整的國二學生。所使用的工具除了和研究一相同的工具外，研究二另外編成「自我調整的閱讀理解教學課程」的教師手冊和學生手冊。研究二所使用統計方法是二因子混合設計變異數分析。本研究將24名低自我調整者隨機分成實驗組制組，實驗組接受「自我調整的閱讀理解課程」。控制組不接受教學，只做該課程所附的練習題。兩組同樣都接受前測、後測、和延後測。研究當果發現「自我調整的閱讀理解教學課程」可以提升低自我調整者的閱讀理解、閱讀動機、目標設定、行動控制、和閱讀策略的得分，而且這種效果在教學結束七週後仍能繼續維持。
　　　　　 The purposes of this study were:(1) to explore the relationship among junior high school students' self-regulated learning variables and to examine the relationship between self-regulated learning variables and reading comprehension, and (2)to evaluate the effects of Self-regulated Reading comprehension Training Course developed by the author. For these two purposes, the whole study was divided into Study I and Study II. The instruments employed in this study included: Reading Comprehension Test (A, B, C, D), Motivation Inventory, Goal Setting Inventory, Action Control Inventory, Awareness of Action Inventory, Reading Strategies Inventory, Awareness of Strategies Inventory, and Teacher's and Student's Manual of Self-regulated Reading Comprehension Training Course. In Study I, the participants were 290 eighth-grade students from six junior high schools in Taiwan northern area. The collected data were analyzed with canonical correlation, multiple regression, and Hotelling T2 statistics. The results of this study were as follow:(1) There were significant canonical correlation among junior high school students' reading motivation, goal setting, action control, and reading strategies. The redundancy indices in these variables were from 23.58% to 46.83%. (2)There were significant multiple correlation between junior high school students' self-regulated learning variables and reading comprehension. The coefficient of determination was. 45. In other words. Self-regulated variables explained about 45% of the overall variance of reading comprehension scores. (3)Junior high school students with high reading comprehension exhibited higher reading motivation, goal setting, action control, and reading strategies than low reading comprehension students. In Study II, the participants were 24 eighth-grade underachievers in self-regulated learning. They were randomly assigned into experimental and control group. The experimental group received the Self0reulated Reading Comprehension Training Course developed by the present author, while the control group received only the of reading exercises. All of two groups were administered the pre-test two ewwks before the experimental treatment, the post-test one week after the experimental teaching and the delayed test seven weeks after the experimental teaching. The results showed that the Self-regulated Reading Comprehension Training Course could promote the self-regulated learning and reading comprehension of the experimental group. The experimental group performed better than control group in reading comprehension and the majority f self-regulated variables on both the post-test and delayed test.
期刊論文
1.Locke, E. A.(1991)。The motivation sequence, the motivation hub, and the motivation core。Organizational Behavior and Human Decision Processes，50，288-299。  new window
2.Jacobs, J. E.、Paris, Scott G.(1987)。Children's Metacognition about Reading: Issues in Definition, Measurement, and Instruction。Educational Psychologist，22(3/4)，255-278。  new window
3.Lent, R. W.、Brown, S. D.、Larkin, K. C.(1984)。Relation of self-efficacy expectations to academic achievement and persistence。Journal of Counseling Psychology，31(3)，356-362。  new window
4.Bandura, A.、Wood, R.(1989)。Effects of perceived controllability and performance standards on self-regulation of complex decision making。Journal of Personality and Social Psychology，56(5)，805-814。  new window
5.Cross, D. R.、Paris, S. G.(1988)。Developmental and instructional analysis of children's metacognition and reading comprehension。Journal of Education Psychology，80(2)，131-142。  new window
6.Zimmerman, B. J.(1990)。Self-regulating academic learning and achievement: The emergence of a social cognitive perspective。Educational Psychology Review，2(2)，173-201。  new window
7.Paris, S. G.、Jacobs, J. E.(1984)。The benefits of informed instruction for children's reading awareness and comprehension skills。Child Development，55，2083-2093。  new window
8.Corno, L.(1986)。The metacognitive control components of self-regulated learning。Contemporary educational psychology，11(4)，333-346。  new window
9.Hansen, J.、Pearson, P. D.(1983)。An instructional study: Improving the inferential comprehension of good and poor fourth-grade readers。Journal of Educational Psychology，75(6)，821-829。  new window
10.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
11.Bayman, P.、Mayer, R. E.(1988)。Using conceptual models to teach BASIC computer programming。Journal of Education Psychology，80(3)，291-298。  new window
12.Palincsar, A. S.(1986)。Metacognitive strategy instruction。Exceptional Children，53(2)，118-124。  new window
13.Belmont, J. M.(1989)。Cognitive strategies and strategic learning: The socioinstructional approach。American Psychologist，44(2)，142-148。  new window
14.Corno, L.(1993)。The best-laid plans: Modem conceptions and educational research。Educational Research，22(2)，14-22。  new window
15.King, Alison(1989)。Effects of self-questioning training on college students' comprehension of lectures。Contemporary Educational Psychology，14(4)，366-381。  new window
16.Latham, Gary P.、Locke, Edwin A.(1991)。Self-regulation through goal setting。Organizational Behavior and Human Decision Processes，50(2)，212-247。  new window
17.Pokay, P.、Blumenfeld, P. C.(1990)。Predicting achievement early and late in the semester: The role of motivation and use of learning strategies。Journal of Educational Psychology，82(1)，41-50。  new window
18.Markus, H.、Wurf, E.(1987)。The Dynamic Self-Concept: A Social Psychological Perspective。Annual Review of Psychology，38(1)，299-337。  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.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
21.Locke, E. A.、Latham, G. P.(1990)。Work motivation and satisfaction: Light at the end of the tunnel。Psychological Science，1(4)，240-246。  new window
22.Meece, Judith L.、Blumenfeld, Phyllis C.、Hoyle, Rock H.(1988)。Students' Goal Orientations and Cognitive Engagement in Classroom Activities。Journal of Educational Psychology，80(4)，514-523。  new window
23.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
24.Palincsar, A. S.、Brown, A. L.(1984)。Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities。Cognition and Instruction，1(2)，117-175。  new window
25.Zimmerman, Barry J.(1986)。Development of self-regulated learning: Which are the key sub-processes?。Contemporary Educational Psychology，11(4)，307-313。  new window
26.Ames, Carole、Archer, Jennifer(1988)。Achievement goals in the classroom: Students' learning strategies and motivation processes。Journal of Educational Psychology，80(3)，260-267。  new window
27.Bandura, Albert(1991)。Social Cognitive Theory of Self-regulation。Organizational Behavior and Human Decision Processes，50(2)，248-287。  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.(1986)。Self-regulation through overt verbalization during cognitive shill learning。The annual meeting of the American Educational Research Association。San Francisco, CA。  new window
3.Vermunt, D. H. M.(1989)。The interplay between internal and external regulation of learning, and the design of process-oriented instruction。The Conference of the European Association of Research on learning and Instruction。Madrid。  new window
4.Wigfield, A.(1984)。Relationships between ability perceptions, other achievementrelated beliefs, and school performance。The annual meeting of the American Educational Research Association。New Orleans, LA。  new window
研究報告
1.毛國楠、程炳林(1993)。影響大學生自我調整學習的動機因素之探討。  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.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.McKeachie, W. J.、Pintrich, P. R.、Smith, D. A. F.、Lin, Y. G.、Sharma, R.(1990)。Teaching and learning in the college classroom: A review of the research literature。Michigan：University of Michigan。  new window
2.Just, M. A.、Carpenter, P. A.(1987)。The psychology of reading and language comprehension。Boston, Massachusetts：Allyn and Bacon。  new window
3.Gagne, R. M.(1977)。The conditions of learning。New York：Holt Rinehart and Winston。  new window
4.Gagne, R. M.(1985)。The cognitive psychology on school learning。Boston：Little, Brown and Company。  new window
5.Heilman, A.、Blair, T.、Rupley, W.(1990)。Principles and practies of teaching reading。Columbus, Ohio：Merrill。  new window
6.Orasanu, J.(1986)。Reading comprehension。NJ：Lawrence Erlbaum Associates。  new window
7.Vygotsky, L. S.、Cole, M.、John-Steiner, V.、Scribner, S.、Souberman, E.(1979)。Mind in society: The development of higher psychological processes。MA：Harvard University Press。  new window
8.Mayer, R. E.(1987)。Educational Psychology: A cognitive approach。Little, Brown and Company。  new window
9.林清山(1990)。教育心理學--認知取向。臺北：遠流出版公司。  延伸查詢new window
10.Locke, E. A.、Latham, G. P.(1990)。A theory of goal setting and task performance。Prentice Hall。  new window
11.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
單篇論文
1.Cicchetti, G.(1990)。Cognitive modeling and reciprocal teaching of reading and study strategies(ED322969)。  new window
其他
1.MacGregor, S. K.(1984)。The effects of questioning-strategy training delivered by a computerized-text system on the comprehension, vocabulary, and metacognition of third grade students(AAC 8500239)。  new window
圖書論文
1.Kuhl, J.(1984)。Volitional Aspects of Achievement Motivation and Learned Helplessness: Toward a Comprehensive Theory of Action Control。Progress in Experimental Personality Research: Normal Personality Processes。New York, NY：Academic Press。  new window
2.Kuhl, J.(1985)。Volitional mediators of cognitive behavior consistency: Self-regulatory processes and action versus state orientation。Action control。New York。  new window
3.Kuhl, J.、Kraska, K.(1989)。Self-regulation and metamotivation: computational mechanisms, development, and assessment。Abilities, motivation, and methodology: The minneapolis symposium on learning and individual differences。Hillsdale, NJ：Lawrence Erlbaum。  new window
4.Eccles, J.(1983)。Expectancies, values & academic behaviors。Achievement and achievement motives: psychological and sociological approaches。San Francisco：Freeman。  new window
5.Pairs, S. G.、Byrnes, J. P.(1989)。The Constructivist Approach to Self-regulation and Learning in the Classroom。Self-regulated Learning and Academic Achievement: Theory, Research, and Practice。New York, NY：Springer-Verlag。  new window
6.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
7.Pintrich, P. R.(1989)。The dynamic interplay of student motivation and cognition in the college classroom。Advances in motivation and achievement: Motivation-enhancing environments。Greenwich, CT：JAI。  new window
8.Schunk, D. H.(1989)。Social cognitive theory and Self-Regulated Learning。Self-regulated learning and academic achievement: Theory, research, and practice。New York：Springer-Verlag。  new window
9.Wigfield, A.(1994)。The role of children's achievement values in the self-regulation of their learning outcomes。Self-regulation of learning and performance。Hillsdale, New Jersey：Lawrence Erlbaum Associates。  new window
10.Schunk, D. H.(1994)。Self-regulation of Self-efficacy and Attributions in Academic Settings。Self-regulation of learning and performance: Issues and educational applications。New Jersey：Lawrence Erlbaum Associates。  new window
11.McCombs, B. L.(1989)。Self-regulated Learning and Academic Achievement: A Phenomenological View。Self-regulated Learning and Academic Achievement: Theory, Research, and Practice。NY：Springer-Verlag。  new window
12.Flavell, J. H.(1976)。Metacognitive Aspects of Problem Solving。The Nature of Intelligence。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
13.Corno, L.(1994)。Student volition and education: Outcomes, influence, and practices。Self-regulation of learning and performance。Lawrence Erlbaum Associates。  new window
14.Weinstein, Claire E.、Mayer, Richard E.(1986)。The Teaching of Learning Strategies。Handbook of research on teaching。New York：Macmillan Press。  new window
15.Zimmerman, B. J.(1989)。Models of self-regulated learning and academic achievement。Self-regulated learning and academic achievement: Theory, research, and practice。New York, NY：Springer-Verlag。  new window
16.Bandura, A.(1988)。Self-regulation of motivation and action through goal system。Cognitive perspective on emotion and motivation。Dordrecht：Kluwer Academic Publishers。  new window
17.Brown R.、Pressley, M.(1994)。Self-regulated reading and getting meaning from text: The Transactional Strategies Instruction Model。Self-regulation of learning and performance。Hillsdale, New Jersey：Lawrence Erlbaum Associates。  new window
18.Corno, L.(1987)。Teaching and self-regulated learning。Talks to Teachers。New York：Random House。  new window
19.McKeachie, W. J.(1988)。The need for strategy training。Learning and study strategies: Issues in assessment, instruction, and evaluation。NY：Academic。  new window
20.Corno, L.(1989)。Self-regulated learning: A volitional analysis。Self-regulated learning and academic achievement: Theory, research, and practice。New York：Springer-Verlag。  new window
21.Kuhl, J.(1987)。Action control: The maintenance of motivational states。Motivation, intention, and volition。Springer-Verlag。  new window
22.Brown, A. L.(1978)。Knowing when, where, and how to remember: A problem of metacognition。Advances in instructional psychology。Lawrence Erlbaum Associates。  new window
23.Flavell, J. H.(1981)。Cognitive monitoring。Children's oral communication skills。New York：Academic Press。  new window
 
 
 
 
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