臺灣博碩士論文加值系統

國中生的未來時間觀、自律學習與學習成就之關係是值得探討的議題。基於未來時間觀與自律學習理論，本研究探討澎湖縣九年級生未來時間觀、自律學習與學習成就之關係。本研究採用問卷調查法，自編未來時間觀與自律學習問卷，以106年國中教育會考成績作為學習成就，針對澎湖縣635位九年級學生研究。研究資料以描述統計、迴歸分析與結構方程式分析，獲致以下的結論：

一、九年級生未來時間觀良好，價值性與連結性較佳，延伸性與目標計畫略低。
二、九年級生自律學習良好，情境調整與後設認知較佳，認知策略與行為控制略低。
三、九年級生學習成就達國中教育會考基礎等級，語文領域表現較佳、自然與社會領域尚待加強。
四、九年級女生自律學習較男生佳；市區學生學習成就明顯高於偏遠與特偏地區；學生家庭社經地位愈高，未來時間觀、自律學習與學習成就愈佳。
五、九年級生未來時間觀可正向預測自律學習，同時未來時間觀的連結性與目標計畫對自律學習具有中介效果。
六、九年級生未來時間觀對學習成就有低度正向預測力；未來時間觀的價值性對學習成就具有中介效果，然而意外發現，它與目標計畫對學習成就具有相互壓抑情形，使目標計畫原先為正向影響學習成就，轉變為負向影響學習成就。
七、九年級生自律學習可以正向預測學習成就，後設認知具有中介效果，同時後設認知與行為控制對學習成就也具有相互壓抑情形，行為控制原本正向預測學習成就，卻轉為與學習成就呈負向關係。
八、九年級生未來時間觀、自律學習與學習成就的結構方程式獲得支持，未來時間觀能透過自律學習正向預測學習成就。

根據上述結論，提出具體建議，供教育實務與未來研究參考。

There currently appears to be study-worthy issues relating to future time perspective, self-regulated learning, and learning achievement of junior high students. Based on relevant theories, the present study aims to explore the associations among future time perspective, self-regulated learning, and learning achievement of ninth graders in Penghu County. The participants are 635 ninth graders who completed questionnaires measuring future time perspective and self-regulated learning, the data of which would correspond with the students’ grades in Comprehensive Assessment Program for Junior High School Students (CAP) in 2017 as their learning achievement. All the data were analyzed by descriptive statistics, regression analysis, and structural equation model. The findings are as following:

1.The ninth graders have averagely good future time perspective. Valence and connectedness are scored higher; extension and goal-plan setting are lower.
2.The ninth graders tend to regulate their learning well. Situation adjustion and metacognition are scored higher; cognitive strategy using and behavior control are lower.
3.The average learning achievement of the ninth graders reaches level Basic in CAP. The grades of Chinese and English are higher; the grades of natural science and social science are lower.
4.Female students tend to regulate their learning better than male students; students in urban schools acquire higher learning achievement than those in rural schools; the higher socioeconomic status the students’ families have, the better future time perspective, self-regulated learning, and learning achievement the students get.
5.Future time perspective of the ninth graders positively affects their self-regulated learning. Connectedness and goal-plan setting have mediating effects on the association between future time perspective and self-regulated learning.
6.Future time perspective of the ninth graders has a slight positive influence on their learning achievement. Valence emerges as a mediator between future time perspective and learning achievement. Nevertheless, the finding is unexpected that valence and goal-plan setting suppress each other in the model, which reverses the positive influence of goal-plan setting on learning achievement into negative.
7.Self-regulated learning of the ninth graders positively affects their learning achievement. Metacognition plays the role as a mediator. Moreover, metacognition and behavior control suppress each other in the model, which reverses the positive influence of behavior control on learning achievement into negative.
8.The structural equation model of future time perspective, self-regulated learning, and learning achievement was established. Mediated by self-regulated learning, future time perspective of the ninth graders positively affects their learning achievement.

Based on the results, suggestions were put forward for educators and future researchers.

第一章　緒論 1
第一節 研究動機 1
第二節 研究目的與研究問題 5
第三節 名詞釋義 6
第四節 研究方法與步驟 7
第五節 研究範圍與限制 9
第二章　文獻探討 11
第一節 未來時間觀的意涵、理論與向度 11
第二節 自律學習的意涵、理論與向度 17
第三節 學習成就的意涵與理論 26
第四節 未來時間觀、自律學習與學習成就的相關研究 29
第三章　研究設計與實施 39
第一節 研究架構 39
第二節 研究對象 43
第三節 研究工具 45
第四節 實施程序 53
第五節 資料處理與統計方法 55
第四章　研究結果與討論 59
第一節 九年級生未來時間觀、自律學習與學習成就之情形 59
第二節 背景變項、未來時間觀與自律學習對學習成就之影響 66
第三節 未來時間觀、自律學習與學習成就的結構方程式 88
第五章 結論與建議 101
第一節 結論 101
第二節 建議 104
參考文獻 109
壹、中文部分 109
貳、英文部分 113
附 錄 123
附錄一 澎湖縣國民中學區域分布圖 123
附錄二 專家審查意見 124
附錄三 預試問卷 134
附錄四 正式問卷 137
附錄五 變項相關係數矩陣 140

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