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| 題名: | 國小高年級學生自我調節學習能力及其相關因素之研究─以數學領域為例 |
| 其他題名: | The Relationships of Classroom Goal Structure, Goal Orientation, Self-Efficacy, and Task Value to Self-Regulated Learning among Primary School Students |
| 作者: | 謝志偉 |
| 貢獻者: | 吳璧如
Pi-Ju Wu
謝志偉
Chih-Wei Hsieh |
| 關鍵詞: | 自我調節學習;教室目標結構;目標取向;自我效能;課業價值;階層線性模式
self-regulated learning;classroom goal structure;goal orientations;self-efficacy;task value;HLM |
| 日期: | 2004
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| 上傳時間: | 2010-12-03
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| 描述: | 碩士
教育研究所 |
| 摘要: | 本研究旨在探討班級層面因素及學生層面因素與國小高年級學生自我調節學習之關係，採
問卷調查法進行；研究樣本為中部地區43位教師及其班級1073位學生；研究工具包括「國
小教師目標取向量表」、「國小學生數學領域自我調節學習量表」、「國小學生目標取向
量表」、「國小學生數學領域自我效能量表」、「國小學生數學領域課業價值量表」等；
以描述統計、單因子多變量變異數分析、多元迴歸、階層線性模式等方法進行統計分析。
本研究之結論如下：
一、國小高年級學生多能使用自我調節學習策略以幫助學習。
二、國小高年級教室目標結構型態屬於高學習目標取向、中表現目標取向。
三、國小高年級學生同時傾向學習目標取向與表現目標取向。
四、國小高年級學生在數學領域的自我效能屬中等程度，但抱持著高度的價值感。
五、國小高年級學生自我調節學習策略的使用因性別、年級的不同而有所差異。
六、國小高年級學生的學習目標取向、自我效能與課業價值對其自我調節學習策略的使用
有預測作用。
七、國小高年級學生的學習目標取向、自我效能及課業價值與學生自我調節學習的關係因
班級不同而有差異。
八、班級層面因素無法有效預測學生的自我調節學習。
九、班級層面因素會顯著地影響學生層面因素與其自我調節學習間的關係。
The purpose of this study was to examine the relationships of classroom
goal structure, goal orientation, self-efficacy, and task value to self-
regulated learning among primary school students. A total of 1073 students and
43 primary school teachers, responded to a set of instruments, including
Teachers’ Goal Orientation Scale, Students’ Goal Orientation Scale, Self-
Efficacy Scale, Task Value Scale, and Self-Regulated Learning Scale. The
descriptive statistics, one-way MANOVA, multiple regression, and hierarchical
linear model were used to analyze data.
The results indicated that most of primary school students can use self-
regulated learning strategies. Students’ use of self-regulated learning
strategies was related to student-level factors, including goal orientation,
self-efficacy, and task value. Classroom-level factors, including classroom
goal orientation and teachers’ gender and teaching years, were not
significantly related to students’ use of self-regulated learning. However,
the relationships between student-level factors and students' use of self-
regulated learning strategies were affected by classroom-level factors. |
| 顯示於類別: | [教育研究所] 博碩士論文
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