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研究生: 王子軒
Wang, Tzu-hsuan
論文名稱: 高中生創意自我效能與自我調整學習之關聯之研究:以創造性自我調節、情緒調節為中介變項
The Research on the Relationship between High School Students’ Creative Self-Efficacy and Self-Regulated Learning: The Mediating Roles of Creative Self-Regulation and Emotional Regulation
指導教授: 張雨霖
Chang, Yu-Lin
口試委員: 張雨霖
Chang, Yu-Lin
陳學志
Chen, Hsueh-Chih
邱發忠
Qiu, Fa-Zhong
口試日期: 2024/07/22
學位類別: 碩士
Master
系所名稱: 教育心理與輔導學系
Department of Educational Psychology and Counseling
論文出版年: 2024
畢業學年度: 112
語文別: 中文
論文頁數: 70
中文關鍵詞: 創意自我效能自我調整學習創造性自我調節情緒調節
英文關鍵詞: creative self-efficacy, self-regulation learning, creative self-regulation, emotion regulation
研究方法: 調查研究
DOI URL: http://doi.org/10.6345/NTNU202401739
論文種類: 學術論文
相關次數: 點閱:114下載:3
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  • 本研究旨在探討高中職生創意自我效能與自我調整學習之影響,並考驗創造性自我調節與情緒調節在創意自我效能與自我調整學習間的序列中介效果。研究方法採問卷調查法,以臺灣地區第112學年度的在學高中學生為研究對象,便利抽樣4 所高中職,共11個班級,總計159名學生。本研究以「創造性自我調節量表」、「情緒調節量表」、「創意自我效能量表」與「自我調整學習量表」為研究工具,以皮爾森相關、階層迴歸進行資料分析,本研究結果與發現如下:一、傾向使用創意自我效能的國中生,自我調整學習越佳。二、創造性自我調節與情緒調節在創意自我效能與自我調整學習有序列中介的效果:傾向使用創意自我效能的高中職生,會透過增加其創造性自我調節,以及情緒調節的程度,進而提升自我調整學習能力。最後,本研究根據上述研究結果,針對後續研究與學校教育實務工作提出建議。

    The study aims to explore the influence of creative self-efficacy and self-regulated learning among senior high school students and examines the sequential mediating effects of creative self-regulation and emotional regulation between creative self-efficacy and self-regulated learning. The research employed a quantitative survey method, targeting senior high school students from the academic year 112. Using purposive sampling, four senior high schools with a total of 11 classes and 159 senior high school students were selected as participants. The research utilized the "Creative Self-Regulation Scale (CSRS)," "Emotion Regulation Scale," "Creative Self-Efficacy Scale," and "Self-Regulated Learning Scale" as research tools. Pearson correlation and hierarchical regression were used for data analysis. The findings of this study are as follows: 1. Junior high school students who tend to use creative self-efficacy exhibit better self-regulated learning. 2.Creative self-regulation and emotional regulation serve as sequential mediators between creative self-efficacy and self-regulated learning:
    Senior high school students with a tendency to use creative self-efficacy enhance their self-regulated learning abilities through increasing their levels of creative self-regulation and emotional regulation.
    Based on the aforementioned results, the researcher will provide more specific suggestions for school counseling work and educational practices and will organize related discussions in the chapter of research discussion and recommendations.

    謝辭 i 中文摘要 ii 英文摘要 iii 目次 v 表次 vii 圖次 ix 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 4 第三節 名詞釋義 5 第二章 文獻回顧 7 第一節 自我調整學習 7 第二節 情緒調節 12 第三節 創意自我效能 16 第四節 創造性自我調節 20 第五節 中介模型推論 23 第三章 研究方法 26 第一節 研究架構與假設 26 第二節 研究參與者 27 第三節 研究工具 28 第四節 資料處理與分析 30 第四章 研究結果與討論 32 第一節 描述性統計結果 32 第二節 創造性自我調節、情緒調節在創意自我效能與自我調整學習之間的序列中介效果 35 第五章 結論與建議 38 第一節 研究結果討論 38 第二節 研究結論 41 第三節 研究限制 42 第四節 研究建議 43 參考文獻 46 中文部分 46 英文部分 50 附錄 62 附錄 1 創造性自我調節量表 62 附錄 2 創意自我效能量表 66 附錄 3 自我調整學習量表 67 附錄 4 情緒調節量表 69

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