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研究生:吳佩羿
論文名稱:學習動機對網路學習行為及學習成就之影響
論文名稱(外文):The effect of learning motivation on Web-based learning behavior and academic achievement
指導教授:王淑玲王淑玲引用關係
學位類別:碩士
校院名稱:國立臺灣科技大學
系所名稱:技術及職業教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
中文關鍵詞:自我效能網路學習學習策略同儕回饋社會認知論
外文關鍵詞:self-efficacyWeb-based learninglearning strategiespeer feedbacksocial cognitive theory
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本研究主要目的除了在探討自我效能對網路學習情境中學習行為的影響之外,並進一步的探討在網路學習的歷程當中,學生的學習行為對其學習表現的影響。本研究的網路學習行為包括回饋行為(如簡單對錯的回饋、正確答案回饋及精緻性回饋)及學習策略的使用(如複誦策略、精緻化策略及批判思考策略)。
本研究假設高度自我效能可引發如精緻性回饋等高層次的回饋行為,並促進學生使用較為有效之學習策略(如精緻化策略或批判思考策略),另外,研究亦假設接受到高層次的回饋者,其自我效能與學業表現均有顯著的提升。
本研究使用網路學習歷程檔案系統來進行,共有76位修習教育心理學的學生參與。結果顯示學生的自我效能會影響到網路學習的回饋行為及學習策略的使用,而高自我效能的學生不但較常使用高層次的學習策略來幫助學習,也可以提供他人較高層次的回饋;此外使用高層次學習策略的學生,所提供他人的回饋層次亦較佳;最後,接受他人高層次的回饋者,能有效提升其自我效能。
The purposes of this study were to explore the effect of self-efficacy on Web based learning behaviors, and the effect of students’ learning behaviors on academic achievement.
This study hypothesized that higher self-efficacy could lead to the use of higher quality of feedback, such as elaborated feedback, and to promote better use of effective learning strategies, such as elaboration strategy or critical thinking strategy. Moreover, the learners who received higher quality of feedback had higher self-efficacy and better academic achievement.
This study was conducted through Networked Portfolio System. There were seventy-six students from Educational Psychology course. The result showed that students’ self-efficacy had effect on the quality of feedback which they provided to others, and their use of learning strategies. In addition, students who had higher self-efficacy not only used more effective learning strategies but also provided others with higher quality of feedback. Moreover, the learners who used higher level of learning strategies provided peer with higher quality of feedback. Finally, the students who received higher quality of peer feedback had higher self- efficacy.
目次 I
表目錄 III
圖目錄 IV
摘要 V
第一章 緒論 1
第一節、研究背景與動機 1
第二節、研究問題 5
第三節、研究架構 6
第四節、名詞釋義 6
第二章 文獻探討 9
第一節、網路學習 9
網路學習理論 9
網路化學習歷程檔案 11
第二節、自我調制學習 15
社會認知論的自我調制學習理論 15
自我調制學習與學習行為 18
自我調制學習與學業表現 19
第三節、自我效能理論 21
自我效能與學業表現 24
自我效能與學習行為 26
第四節、學習行為 28
回饋理論 28
回饋與學業表現 33
學習策略 36
學習策略與學習表現 39
第三章 研究方法 41
第一節、研究架構 41
第二節、研究對象 42
第三節、研究工具 43
網路系統部分 43
問卷部分 46
第四節、實驗流程 49
第五節、資料處理 51
內容分析法 51
統計分析 59
第四章 資料分析 61
第一節、問卷信效度分析 61
第二節、問卷描述性統計分析 63
第三節、各研究假設之統計分析 69
第五章 結論、討論與建議 81
第一節、結論與討論 81
第二節、建議 88
參考書目 91
附錄一 105
附錄二 106
附錄三 107
附錄四 108
附錄五 111
附錄六 112
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