臺灣博碩士論文加值系統

自我覺察是自我導向迴饋環的吸引子，影響學習各階段的發展與方向，學習者會因不同的自我管理特性而影響個體對目標的自我覺察。其中，思考風格型態能劃分出自我管理的組織特性；思考風格功能則可區分自我管理的偏好能力。本文以思考風格的型態及功能兩種面向，來探究個人對學習任務的自我覺察傾向。
本研究營造一個需要自我調整學習的課程，讓受試者於學習歷程中反映出不同階段的自我覺察。藉著動畫專題實作的進行，蒐集學生的型態、功能兩種思考風格面向，以及其學習動機、行動控制、學習策略等不同階段的自我調整學習表現，並歸納出不同思考風格特性中的自我覺察傾向。
研究結果指出思考風格的型態與功能面向裡，都具有高自我覺察影響力的因素，並且均以行動控制階段最能呈現整體自我覺察的影響強度。但型態比功能面向結果更為細膩，代表思考風格型態比思考風格功能更能突顯自我覺察的差異。本研究之成果將有助於預測受試者可能的自我覺察傾向，便於歷程中協助進行自我調整學習，引導受試者朝向較為有利的方向來學習。

關鍵字：思考風格型態、思考風格功能、自我覺察、自我調整學習

Self-awareness is the attractor of self-directed feedback loops which influences and the learning development and direction at every stage. Self-awareness would influence the perceptions of goals that learners have by different self-government characteristics. Among the characteristics, thinking-style forms could divide the organizational characteristic of self-management and thinking-style functions could distinguish the perferable ability of self-management. This article explores the inclination of self-awareness in individuals’ learning tasks through the perspectives of thinking-style forms and its functions.
A course was created and modified to require self-regulated learning process which experimenters’ self-awareness at different stages gould be identified though the learning process. By working on the independent study of animations we collected students’ two aspects of forms and functions in thinking-style as well as the self-regulated learning performance at different stages including learning motivation, action control learning strategies and etc. We observed and concluded the inclination of self-awareness in different thinking-style characteristics.
The results point out that in thinking-style forms and functions there are factors that highly influence self-awareness and the intensity of influence appears to represent self-awareness as a whole during action control stage. However, the results in thinking-style forms are more identifiable than they are in thinking-style functions which indicated that the forms of thinking-style would have greater difference in self-awareness than the thinking-style functions. The findings in this study will contribute to predict the possible self-awareness inclination and help during the process of self-regulated learning, and which would lead experimenters toward a direction with more advantages in learning.

Keywords：Thinking-style forms, Thinking-style functions, Self-awareness, Self-regulated learning.

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