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研究生:謝志偉
研究生(外文):Chih-Wei Hsieh
論文名稱: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
論文名稱(外文):The Relationships of Classroom Goal Structure, Goal Orientation, Self-Efficacy, and Task Value to Self-Regulated Learning among Primary School Students
指導教授:吳璧如吳璧如引用關係
指導教授(外文):Pi-Ju Wu
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱: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:2003
畢業學年度:92
語文別:中文
論文頁數:224
中文關鍵詞: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
外文關鍵詞:self-regulated learningclassroom goal structuregoal orientationsself-efficacytask valueHLM
相關次數:
  • 被引用被引用:49
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  • 下載下載:187
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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。
Abstract
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.
目 次
第一章 緒 論
 第一節 研究動機 1
 第二節 研究目的與待答問題 10
 第三節 重要名詞釋義 12
 第四節 研究方法 14
 第五節 研究範圍與限制 15
第二章 文獻探討
 第一節 自我調節學習之理論基礎 17
 第二節 目標取向理論及其相關研究 48
 第三節 自我效能理論及其相關研究 65
 第四節 課業價值理論及其相關研究 78
第五節 教室目標結構、學生目標取向、自我效能、課業
價值與自我調節學習的關係 94
第三章 研究設計與實施
 第一節 研究架構 107
 第二節 研究假設 108
 第三節 研究對象 112
 第四節 研究工具 114
第五節 研究步驟 142
第六節 資料分析 145
第四章 研究結果與討論
第一節 國小高年級教室目標結構以及學生自我調節學習、學習目標取向、表現目標取向、自我效能與課業價值之      現況 148
 第二節 不同背景變項的國小高年級學生自我調節學習策略使用情形之差異分析 156
第三節 國小高年級學生學習目標取向、表現目標取向、數學領域自我效能、數學領域課業價值對數學領域自我調節學習之預測分析 162
 第四節 班級層面因素與國小高年級學生自我調節學習之關係167
第五節 學生層面因素與自我調節學習關係之班級間差異分析173
 第六節 班級層面因素對「學生層面因素與自我調節學習關係」之影響分析 178
第五章 結論與建議
第一節 結論 191
 第二節 建議 195
參考文獻 203
附錄
附錄一:國小教師教學意見調查表預試問卷      225
附錄二:國小學生數學領域學習經驗調查表預試問卷   229
附錄三:國小教師教學意見調查表正式問卷   231
附錄四:國小學生數學領域學習經驗調查表正式問卷 233
表 次
表2-1 自我調節能力發展受社會影響情形 32
表2-2 自我調節循環階段及其次歷程 38
表2-3 目標取向主要分類表 54
表2-4 智力理論、目標取向與成就行為的關係 56
表2-5 教室目標結構特質分析 59
表2-6 學生的動機系統 60
表3-1 正式樣本基本資料表 114
表3-2 教師及學者基本資料表 116
表3-3 專家教師提出之意見 117
表3-4 國小教師目標取向量表第一次因素分析摘要表 118
表3-5 國小教師目標取向量表項目分析摘要表 119
表3-6 國小教師目標取向量之題號及題數 120
表3-7 國小教師目標取向量表第二次因素分析摘要表 121
表3-8 國小學生自我調節學習量表第一次因素分析摘要表 124
表3-9 國小學生自我調節學習量表第二次因素分析摘要表 125
表3-10 國小學生自我調節學習量表項目分析摘要表 126
表3-11 國小學生自我調節學習量表第三次因素分析摘要表 127
表3-12 國小學生自我調節學習量表分量表之Cronbach α係數 128
表3-13 國小學生自我調節學習量表之題號及題數 129
表3-14 國小學生目標取向量表第一次因素分析摘要表 131
表3-15 國小學生目標取向量表項目分析摘要表 132
表3-16 國小學生目標取向量表之題號及題數 133
表3-17 國小學生目標取向量表第二次因素分析摘要表 134
表3-18 國小學生數學自我效能量表第一次因素分析摘要表 136
表3-19 國小學生數學自我效能量表項目分析摘要表 137
表3-20 國小學生數學自我效能量表第二次因素分析摘要表 138
表3-21 國小學生數學課業價值量表第一次因素分析摘要表 140
表3-22 國小學生數學課業價值量表項目分析摘要表 141
表3-23 國小學生數學課業價值量表第二次因素分析摘要表 142
表4-1 各班級教室目標結構現況分析 149
表4-2 國小高年級學生自我調節學習能力現況分析表 150
表4-3 國小高年級學生學習目標取向、表現目標取向、自我效能與課業價值現況分析表 152
表4-4 不同性別之國小高年級學生在自我調節學習各層面上之變異數分析摘要表 158
表4-5 不同年級之國小高年級學生在自我調節學習各層面上之變異數分析摘要表 159
表4-6 學習目標取向、表現目標取向、自我效能與課業價值對自我調節學習能力之多元迴歸分析摘要表 163
表4-7  HLM隨機效果單因子ANOVA模式分析摘要表 168
表4-8  HLM以階層一平均數做為階層二方程式結果變項分析摘要表 170
表4-9  HLM隨機係數迴歸模式分析摘要表 176
表4-10 斜率非隨機變化模式分析摘要表一 182
表4-11 斜率非隨機變化模式分析摘要表二 183
表4-12 斜率非隨機變化模式分析摘要表三 184
表4-13 斜率非隨機變化模式分析摘要表四 185
表4-14 斜率非隨機變化模式分析摘要表五 185
圖 次
圖2-1 自我調節功能運作圖        21
圖2-2 個人思想與外在訊息溝通模式 26
圖2-3 T. O. T. E.示意圖 28
圖2-4 自我調節循環歷程 35
圖2-5 自我調節回饋迴圈 39
圖2-6 回饋迴圈參照目標型態示意圖 40
圖2-7 自我調節學習訊息處理四階段模式 44
圖2-8 影響精熟目標結構的教室因素 63
圖2-9 自我效能與結果預期之關係圖 67
圖2-10 學校情境中的自我效能模式 74
圖2-11 成就行為與動機之期望─價值模式 85
圖3-1 本研究之研究架構圖 107
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