國中與高中學生家庭環境、學習投入狀況與自我調節學習及成就之研究

Family Environment, Learning Involvement, Self-regulated Learning, and Achievement of Junior and Senior High Students

魏麗敏(Lee-Min Wei) ； 黃德祥(Der-Hsiang Huang)

《中華輔導學報》 10期 (2001/09) Pp. 63-118

https://doi.org/10.7082/CARGC.200109.0063

摘要

本研究之主要目的在朴探討影響國中與高中學生學業成就之背景因素、家庭環境、學習投入狀況與自我調節學習等重要變項的作用與關聯。具體目的在鈴考驗不同背景變項在中學生學習歷程上的差異、背景變項與歷程變項之預劃作用、以及自評等第對學習結果的影響。
本研究的受試者係取自北、中、南、東12所國中與高中的學生共531人，其中男生218人，女生313人。另外，本研究並有相對的家長受試者461人，以及班級導師受試者14人。受試者經施以自編的「背景資料調查表」、「家庭環境調查表（學生自評）」、「家庭環境調查表（家長評定）」、「學習動機量表」、「學習投入量表（學生自評）」 、「學習投入量表（家長評定）」、「自我調節學習量表（學生自評）」、「自我調節學習量表（教師評定）」，以及「學業成績調查表」等。所得資料經以變異數分析法、 t 考驗與多元迴歸分析等加以考驗，結果獲致下到重要的發現：一、高社經地位之受試者其自評之家庭環境得分顯著的高於低社經地位受試者；高社經地位家長所評定的家庭環境得分也顯著的優於相對組別。二、親子問對學習投入之看法差異，因不同學習階段而有顯著不同，國中階段親子問差異更大。三、自評家庭環境較佳之受試者其學習動機、自評學習投入與父母評定學習投入得分均較高。
四、自評家庭環境較高組別之受試者其自我調節學習得分較高；學習動機與學習投入高分組之自我調節學習得分亦顯著的高於低分組。
五、經由多元回歸發現，家庭環境在五個預測變項中，對學習動機依變項最具顯著預測效果，家庭環境與學習動機變項又對學生的學習投入最具顯著預測作用。
六、經由多元回歸分析發現，在各背景變項與曆程變項中，以學習階段、自評家庭環境、學習動機、家長評定學習投入、學生自評學習投入等對自我調節學習具顯著預測作用。
本研究最後根據研究發現，對中學生之父母、教師、學生，以及學校輔導人員提供各項增進學生有效學習及提高學業成就的建議，最後，本研究亦對未來相關研究提供各種建議。

關鍵字

家庭環境 ； 學習投入 ； 學習動機 ； 自我調節學習 ； 學業成就

並列摘要

The main purpose of this study is to explore the impacts and relations among variables of background, family environment, learning involvement, and self-regulated learning of junior and senior students in Taiwan. Specifically, the purposes of the study are to examine the effect of different background variables on learning processes; to find the significant predictors of background and processes variables in students’ achievement; to explore the influence of self-evaluation on learning processes and products.
The subjects of the study, totally 531 students, were drawn from 12 junior and senior high schools in Taiwan, including 218 boys and 313 girls. Moreover, 461 parents and 14 teachers of subjects were asked to answer questionnaires or inventories. The instruments used in the study included Family Environment Inventory (Student Edition), Family Environment Inventory (Parent Edition), Learning Motivation Scale, Learning Involvement Scale (Student Edition), Learning Involvement Scale (Parent Edition), Self-regulated Inventory (Student Edition), Self-regulated Inventory (Teacher Edition), and Academic Achievement Questionnair.
Data got from subjects were analyzed by t-test, ANOVA, Multiple Regression, and so on. The main results found in the study are mentioned as following:
1.Students who were from higher SES family had showed better family environment than lower SES students. Parents from higher SES family also responded better family environment than lower SES parents.
2.The child-parent differences in learning involvement were significant in different school level, especially junior high schools.
3.Subjects who got better family environment had better learning motivation, learning involvement and parents’ evaluation on children’s learning involvement.
4.Students who had better family environment expressed that they better self-regulated learning, while students who had better learning motivation and learning involvement responded that they got better self-regulated learning.
5.On the basis of multiple regression, variable of family environment was the most important predictor for learning motivation. Moreover, family environment and learning motivation were two significant variables for self-regulated learning.
6.School level, family environment (self-evaluation), learning motivation learning involvement (evaluation of parents), learning involvement (self-evaluation) were significant predictors for self-regulated learning.
Finally, some suggestions for parents, teachers, students, schools and counselors were proposed according to the results.

並列關鍵字

family Environment ； Learning Involvement ； Learning Motivation ； Self-regulated Learning

參考文獻

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