本研究以台灣北.中.南.12所大學主修日語的學生為對象,透過語言「目標志向」、「自我調整學習」、「學業求助行為」問卷之調查,及使用「SPSS PC」統計分析工具,進行資料分析與相關性檢證,藉以瞭解台灣主修日語的學生其學業求助行為之特徵,並探討目標志向、自我調整學習與學業求助行為之關係。(1)學業求助行為:18個項目經因子分析,抽出3個因子,可歸納為:「自主性學業求助行為」、「達到精熟之學業求助行為、「依賴性學業求助行為等3因子。(2)目標志向:20個項目經因子分析,抽出2個因子,可歸納為:「學習目標」、「表現目標」等2因子。且闡明了目標志向會影響學業求助行為之選擇。(3)自我調整學習:20個項目經因子分析,抽出3個因子,可歸納為:「努力學習策略」、「後設認知策略」、「認知策略」等3因子。且闡明了使用「努力學習策略」、「後設認知策略」的學習者,較會使用自主性和達到精熟之學業求助行為,較不會使用依賴性學業求助行為。
To understand the academic help-seeking of Japanese majors in Taiwan and investigate the relationship among ”goal orientation,” ”self-regulated learning” and ”academic help-seeking,” this research takes Japanese majors from 12 Taiwan colleges as research objects, designs questionnaires and uses the analysis program, SPSS PC, to analyze and verify the relationship.1. Academic help-seeking: Through factor analysis, 18 items are divided into 3 factors: autonomic, mastery-approach and dependent help-seeking.2. Goal orientation: Through factor analysis, 20 items are divided into 2 factors: learning goal and performance goal. Goal orientation affects choices of academic help-seeking.3. Self-regulated learning: Through factor analysis, 20 items are divided into 3 factors: effort and persistence, meta-cognitive strategy and cognitive strategy. It is demonstrated that the learners who apply ”effort and persistence” and ”meta-cognitive strategy” tend to have ”autonomic” and ”mastery-approach” academic help-seeking.