研究生: |
黃晴湄 Huang, Ching-Mei |
---|---|
論文名稱: |
自我調整學習策略介入對綜合型高中學生自主學習成效之影響 The Influence of Self-Regulated Learning Strategies Intervention on Students’ Learning Effectiveness of Self-Regulated Learning in Comprehensive High Schools |
指導教授: |
李懿芳
Lee, Yi-Fang |
口試委員: |
宋修德
Song, Xiu-De 曾璧光 Zeng, Bi-Guang 李懿芳 LEE, Yi-Fang |
口試日期: | 2022/09/19 |
學位類別: |
碩士 Master |
系所名稱: |
工業教育學系 Department of Industrial Education |
論文出版年: | 2022 |
畢業學年度: | 110 |
語文別: | 中文 |
論文頁數: | 167 |
中文關鍵詞: | 自主學習 、自我調整學習策略介入 、綜合型高中 |
英文關鍵詞: | self-regulation learning, self-regulated learning strategies intervention, comprehensive high school |
研究方法: | 準實驗設計法 |
DOI URL: | http://doi.org/10.6345/NTNU202201863 |
論文種類: | 學術論文 |
相關次數: | 點閱:176 下載:36 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
十二年國民基本教育課程綱要(以下簡稱新課綱)於108學年度正式實施,為國內課程改革開啟新的里程碑。然而,教導並支持綜合型高中(以下簡稱綜高)學生自主學習,是過去多數學校教育忽略的課題,故透過提供自我調整學習策略介入,引導學生學會自主學習的技巧與策略,成為教師協助學生完成自主學習的重要鷹架之一。有鑑於此,本研究聚焦在發展一套自我調整學習策略介入課程,並探討學習動機、自我效能在此關係中的中介果。研究採準實驗研究(quasi-experimental research)中的「不等組的前測-後測實驗組控制組設計」,研究對象為綜高一年級學生,以叢集抽樣方式選取四個班,並隨機分派兩個班為實驗組,實施附加式自我調整學習策略介入課程,另外兩個班為控制組,未提供介入課程。本研究結論包括:一、綜合型高中學生學習動機與自我效能表現中等,有接受介入課程的學生自主學習能力以及自我覺知學習成效良好,但在實驗前後有下降的趨勢。二、自我調整學習策略介入課程能有效幫助學生提升自主學習能力以及自我覺知學習成效。三、學生自我效能在自我調整學習策略介入對自主學習能力以及自我覺知學習成效之間,具有中介效果。四、學生學習動機在自我調整學習策略介入對自主學習能力以及自我覺知學習成效之間,具有中介效果。而本研究根據研究發現與討論,提出如下建議:一、教師可透過介入課程幫助學生清楚察覺自己在自主學習上的優勢與不足的部分。二、學校可在自主學習開始之前、或在自主學習課程實施過程中採附加式的方式規劃自我調整學習策略介入課以持續增加學生自主學習能力。三、後續研究在規畫自主學習相關課程時,宜引導學生發覺有興趣的主題進行自主學習。四、後續研究在規畫自主學習相關課程時,若能幫助學生增加學自我效能並搭配介入課程,可以提升學生自主學習能力。
The Curriculum Guidelines of 12-Year Basic Education has officially been implemented in September 2019 (the academic year of 108), achieving a new milestone in the Taiwan’s education reform. Therefore, cultivating students’ ability to learn has become a critical issue in school education. However, most high schools had, in the past, failed to offer their students sufficient guidance and support in self-regulated learning. Providing self-regulated learning strategy as learning scaffolding for students and guidance of techniques and guidance in self-regulated learning are therefore crucial steps in building the scaffolding that leads to students’ success to self-regulated learning. In view of this, this research study aims to develop a set of self-regulated learning strategies interventions (program) to perfect students’ ability in self-regulated learning and to successfully reach their self-regulated learning goals. It further discusses how effectively learning motivation and self-efficacy work as mediators in this. The study was conducted with the nonequivalent control group pretest-posttest design of quasi-experimental research. The subjects mentioned above were the 10th-graders of a comprehensive high school and divided into experiment and control groups, each with two classes, by way of convenience cluster sampling. The experimental group was provided with additional self-regulated learning strategies while the control group with none. This study has come to the following conclusions and come up with some follow-up suggestions for teachers. The conclusions included: 1. In the comprehensive high school, the students who started out with moderate level of learning motivation and self-efficacy ended up with improved self-regulated learning and self-perceived learning after they received the intervention program. 2. The self-regulated learning strategies intervention program effectively helped the students improve self-regulated learning and self-perceived learning. 3. The self-regulated learning strategies intervention program was a successful mediator to boosting students’ self-regulated learning and self-perceived learning. 4. Students’ learning motivation in the self-regulated learning strategies intervention program also serves as a mediator to boosting students’ self-regulated learning and self-perceived learning. Based on the research, a few further suggestions ensue as follows. 1. Teachers can help students realize their strengths and weaknesses in self-regulated learning through the intervention program. 2. Either before or during the self-regulated learning course, teachers can utilize the self-regulated learning strategies intervention program as an addition to the course in order to increase students’ capacity in self-regulated learning. 3. Teachers are advised to inspire students to find their own learning subject of interest. 4. Teachers are advised to help students increase their self-regulated learning efficacy with the help of the intervention program and better their self-regulated learning in the long run.
王韻齡、蘇岱崙(2020)。沒有學分的自主學習為何能幫孩子預備未來。親子天下,114,08-27。
王慧明、林啟超(2017)。合作學習對國中生學習理化學習動機與學習表現之影響。東海教育評論,12,37-68。
毛國楠、程炳林(1993)。目標層次與目標導向對大學生自我調整學習歷程之影響。教育心理學報,26,85-105。
伍芬婕(2018)。決戰人才力!危機感超強的新加坡早已把「自我升級」變國家運動。天下雜誌,660,23-26。
全國法規資料庫(2021)。高級中等教育法。取自:https://law.moj.gov.tw/LawClass/LawAll.aspx?PCode=H0060043
宋修德、李懿芳、林清南(2021)。技術型高級中等學校自主學習的理念與實踐。臺灣教育評論月刊,10(2),133-141。
李淑菁(2016)。混成學習對國中生英聽學習成效之研究:自我效能與學習風格之調節效果(未出版之博士論文)。國立臺灣師範大學,臺北市。
李堅萍(2006)。工藝技能學習成效與自我效能相關性之研究。藝術教育研究,12,39-64。
林清山、程炳林(1996)。國中生自我調整學習因素與學習表現之關係既自我調整的閱讀理解教學策略效果之研究。教育心理學報,28,15-57。
林清文(2002)。自我調整課業學習模式在課業學習諮商的應用。彰化師大輔導學報,23,229-275。
林育民(2014)。以Kirkpatrick模式探討烏克麗麗影音部落格自我調整學習能力與成效之研究(未出版之碩士論文)。國立臺北教育大學,臺北市。
林建平(2005)。自律學習的理論與研究趨勢。國教新知,52(2),8-25。
林啟超,謝智玲(2000)。教室結構氣氛對國小學童在成就目標取向及數學成就之影響。八十八學年度師範院校教育學術論文集刊,283-318。
林堂馨(2018)。以自主學習為主的大學能力本位課程設計及實施。課程與教學, 21(2),2018,p59-84。doi:10.6384/CIQ.201804_21(2).0003
林堂馨、Lin, Tang-hsin (2018)。自主學習的五大發展趨勢,教育研究月刊,295,126-145。
林啟超、謝智玲(2015)。動機模式在課室教學上的應用。臺灣教育評論月刊,4(1),137-142。
周勇、董奇(1994)。學習動機、歸因、自我效能感與學生自我監控學習行為的關係研究。心理發展與教育,10(3),30-33。
吳清山(2017a)。自主學習。教育研究月刊,278,133-134。
吳清山(2017b)。意志力。教育研究月刊,275,127-128。
洪詠善、林佳慧、楊惠娥(2018)。十二年國教課綱自主學習之實踐探究。教育脈動,15,1-9。
洪慧芳(譯)(2020)。恆毅力:人生成功的究極能力(原作者:Angela Duckworth)。台北市:天下雜誌。
香港教育局(2015)。政策正面看。取自:https://www.edb.gov.hk/tc/about-edb/press/cleartheair/index.html。
香港教育局(2015)。學校課程持續更新:聚焦、深化、持續。取自:https://www.edb.gov.hk/tc/about-edb/press/cleartheair/index2017.html。
施淑慎(2004)。成就目標、自我效能、以及策略使用在考試焦慮上所扮演之角色。國立臺北師範學院學報:教育類,17(1),355-378。
張春興(1991)。現代心理學。臺北市:東華書局。
張基成、徐郁昇(2011)。高職學生電工機械混成式數位學習效果。科學教育學刊,19(6),549-579。
張基成、陳怡靜(2018)。機器人跨領域STEM主題式統整課程與任務導向式教學的設計及評鑑。科學教育學刊,26(4),305-331。
陳志恆、林清文(2008)。國中學生自我調整學習策略量表之編製及效度研究。輔導與諮商學報,30(2),1-36。
陳薏文(2016)。技術型高中學生自我效能與自主學習學習成效之關係:自我調整學習之中介效果(未出版之碩士論文)。國立臺灣師範大學,臺北市。
陳志恆、林清文(2008)。國中學生自我調整學習策略量表之編製及效度研究。輔導與諮商學報,30(2),1-36。
陳志恆(2000)。國中學生自我調整學習策略量表之編製及效度研(未出版之碩士論文)。國立彰化師範大學,彰化縣。
陳品華(2006)。技職大學生自我調整學習的動機困境與調整策略之研究。教育心理學報,38(1),37-50。doi:10.6251/BEP.20060518
許竣揚(2018)。輔導團體運用自我調整學習策略促進國中學生學習動機與希望感之行動研究。臺灣教育評論月刊,7(10),301-322。
許雅宜(2021)。精神科護理人員工作壓力、自我效能、恆毅力及幸福感的相關性研究(未出版之博士論文)。中國醫藥大學,臺中市。
教育部(2018)。高級中等學校課程規劃及實施要點,取自:www.k12ea.gov.tw/files/common_unit/f5327438-5380-45ec-b14a-c57fd1fb2bf8/doc/1180_高級中等學校課程規劃及實施要點.pdf。
教育部(2020)。重大教育政策發展歷程,取自:https://www.edu.tw/News_plan.aspx?n=D33B55D537402BAA&sms=954974C68391B710。
教育部(2014)。課程綱要-108課綱重點,取自:https://12basic.edu.tw/12about-3-1.php。
教育部(2014)。十二年國民基本教育課程綱要總綱。取自:https://www.naer.edu.tw/PageSyllabus?fid=52。
教育部(2020)。中華民國教育部─國民教育─部史網站。取自:http://history.moe.gov.tw/worldhistory.asp。
郭麗玲(2002)。成功自我調整學習與五行。臺北市:秀威資訊。
程炳林、林清山(2002)。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報,34(1),2002。
程炳林(2002)。大學生學習工作、動機問題與自我調整學習策略之關係。教育心理學報,33(2),2002。
程炳林(2001)。動機、目標設定、行動控制、學習策略之關係:自我調整學習歷程模式之建構及驗證。師大學報:教育類,46(1),67-92。
程炳林、林清山(2001)。中學生自我調整學習量表之建構及其信效度研究。 測驗年刊,48(1),1- 41。
黃富順(1984)。成人學習。臺北市:五南書局。
綜合型高級中等學校中心(2021)。中心沿革。取自:https://vtedu.mt.ntnu.edu.tw/nss/s/comp/0301
曾正宜(2021)。新課綱核心概念再探。教育研究月刊,(324),4-17。
doi:10.53106/168063602021040324001
鄧運林(1995)。成人教學與自我調整學習。臺北市:五南書局。
葉丙成(2014)。有這4大能力的人 真正能生存下來。親子天下,04,15-17。
梁茂森(1998)。國中生學習自我效能量表之編制。教育月刊,14,155-192。
劉佩雲(2000)。自我調整學習模式之驗證。國立政治大學教育與心理研究,23,173-206。
劉佩雲(2002)。自我調整學習的課程與教學。課程與教學季刊, 5(3),35 - 48
蔡依帆(2016)。雲端行動學習對大學生學習動機及創意表現之影響-以電腦影像處理課程為例(未出版之碩士論文)。國立臺灣師範大學,臺北市。
蔡秉勳、林雅芬、陳學志、林小慧與蔡孟寧(2020)。中文版「國小學童恆毅力量表」之編制與驗證。測驗學刊,67(4),237-269。
廖苑吟(2010)。屏東縣國中生自我效能、情緒智力、自主支持與挫折容忍力之相關研究(未出版之碩士論文)。國立屏東科技大學,屏東縣。
趙珮晴、余民寧(2012)。自律學習策略與自我效能、學習興趣、學業成就的相關研究。教育研究集刊,58(3), 1-32。
趙志成(2015)。推行自主學習的進路、策略與再思。香港中文大學,香港。
鄭增財(2014)。中華科技大學學生自我調整學習準備度及其相關因素。中華科技大學學報,59,115-149。
鄭竹涵(2013)。高職設計群學生人格特質與自我效能之研究(未出版之碩士論文)。國立臺北科技大學,臺北市。
潘世尊(2001)。羅吉斯的人本教育觀: 理論、實踐與反省。屏東師院學報,15,203-230。
簡菲莉(2019)。十二年國教課綱高中自主學習建制化之實踐研究(未出版之博士論文)。國立臺灣師範大學,臺北市。
賴麗珍(2012)。重理解的課程設計-專業發展實用手冊。臺北市:心理。
Bandura, Albert (1977). Self-efficacy:Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, Albert (1986). Social foundations of thought and action: a social cognitive theory. Prentice-Hall. ISBN 978-0-13-815614-5
Bandura, Albert (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(5), 248–287.
Bandura, Albert (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologiest, 28(2), 117-148.
Bandura, Albert (1997). Self-efficacy: The exercise of control. New York: W.H.
D. Randy Garrison (1997).Self-Directed Learning: Toward a Comprehensive Model, Adult Education Quarterly 48(1), 18-33
doi:10.1177/074171369704800103
Eom, S. (2019). The Effects of Student Motivation and Self-regulated Learning Strategies on Student’s Perceived E-learning Outcomes and Satisfaction. Journal of Higher Education Theory and Practice, 19(7), 29-42. doi:10.33423/jhetp.v19i7.2529
Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of selfdetermination in education. Canadian Psychology/Psychologie Canadienne, 49(3), 233, Retrieved from
doi:10.1037/a0012758
Guglielmino, Paul J. & Murdick, Robert G. (1997). Self-directed learning: The quiet revolution in corporate training and development. SAM Advanced Management Journal, 62(3), 10-18.
Hutchins, Robert Maynard. (1968). The Learning Society. New York: Praeger.
Howe, M. J. A. (1987). Using cognitive psychology to help students learn how to learn. In J. T. E. Richardson, M. W. Eysenck, & D. W. Piper (Eds.), Student learning: Research in education and cognitive psychology (pp. 135–146). Society for Research into Higher Education; Open University Press.
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3rd ed.). San Francisco, CA: Berrett-Koehler Publishers, Inc.
Kirkpatrick, D. L. (1994). Evaluation training programs: The four levels. San Francisco: Berrett-Koehler.
McKeachie, W. J., Pintrich, P. R., Lin, Y. G., & Smith, D. A. F. (1987). Teachingand learning in the college classroom. A review of the research literature(1986) and November 1987 supplement. Washington, DC: Universityof Michigan.
Mckeachie, W. J. (1987). Cognitive skills and their transfer: A discussion. International Journal of Educational Research, 11, 707-712.
Martin, H., Craigwell, R., & Ramjarrie, K. (2021). Grit, motivational belief, self-regulated learning (SRL), and academic achievement of civil engineering students. European Journal of Engineering Education., 47(4), 535-557
doi:10.1080/03043797.2021.2021861
Owen, T. Ross. (2002). Self-Directed Learning in Adulthood A Literature Review. Distributed by ERIC Clearinghouse, Washington, D.C
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993), Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ), Educational and Psychological Measurement, 53(3), 801-813.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). The University of Michigan, Ann Arbor, Michigan, Academic Press. doi:10.1016/B978-012109890-2/50043-3
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71-86.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231. doi:10.1080/00461520.1991.9653133
Schunk, D. H., & Zimmerman, B. J. (2008). Motivation and self-regulated learning: Theory, research, and applications. New York: Lawrence Erlbaum Associates.
Tekkol, İ. A., & Demirel, M. (2018). An investigation of self-directed learning skills of undergraduate students. Frontiers in psychology, 9, 2324.
doi:10.3389/fpsyg.2018.02324
Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 3-21). Hillsdale, NJ:Lawrence Erlbaum Associates.
Zimmerman, B. J. (2000). Attainment of Self-Regulation: A Social Cognitive Perspective. In Boekaerts, M., Pintrich, P.R. and Zeidner, M (Eds.), Handbook of Self-Regulation (p. 13-39). Cambridge, Massachusetts: Academic Press.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). Cambridge, Massachusetts: Academic Press. doi:10.1016/B978-012109890-2/50031-7
Zimmerman, B. J. (2002). Become a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
Zimmerman, B.J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives. (2nd ed.). NJ: Lawrence Erlbaum Associates.
Zimmerman, B. J., and Moylan, A. R. (2009). “Self-regulation: where metacognition and motivation intersect,” in Handbook of Metacognition in Education, eds D. J. Hacker, J. Dunlosky, and A. C. Graesser (New York, NY: Routledge), 299–315.
Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In D.H. Schunk & B. J. Zimmerman(2nd eds.), Self-regulated learning and academic achievement theoretical perspectives (pp.2-37). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.