班級教室結構對護理科學生成就目標導向、自我調節學習與學業成就之影響

Effects of Classroom Structure on Nursing Students' Achievement Goal Orientations, Self-Regulated Learning Strategies, and Academic Achievement

李介至(Jie-Zhi Lee)

《技術及職業教育學報》 7期 (2003/12) Pp. 85-98

摘要

學習動機的認知觀點將焦點置於影響學生的學習信念與其知覺的教室環境等相關因素，主要探討在教室結構的影響下，個體的成就目標導向、學習策略與基本護理學學業成就之相關情形為何?目前在教育心理領域或已廣為探討，然而應用於技職導向的護理科學生相關研究並不常見。本研究以叢聚抽樣法抽取台灣地區四所護理專科學校二年学生共548名為本研究受試者，經自編量表標準化程序施測後，以描述統計、典型相關與迴歸分析等統計方法加以分析探討，研究結果如下所示：
一、任務教室結構與能力教室結構可同時預測精熟目標與自我提升目標；能力教室結構則可預測自我防衛目標與工作逃避目標。
二、任務結構對自我監控、自我增強、自我評估與求助行為等四變項皆具顯著預測作用；能力結構僅對自我評估具有顯著預測力。
三、精熟目標與自我監控、自我增強與自我評估等學習策略其有正相關存在，工作逃避則呈現負相關存在。
四、能力結構、任務結構、自我提升目標、精熟目標、自我監控策略對受試者基本護理學學業成就其有顯著的預測力。

關鍵字

護理科學生 ； 班級教室結構 ； 成就目標導向 ； 自我調節學習

並列摘要

The present purpose of the research was to explore the effects of classroom structure on nursing students' achievement goal orientations, self-regulated learning strategies, and academic achievement. The study sample consisted of 548 junior college students and the date was analyzed by using descriptive statistics method, canon R, and enter-in regression. The major findings were as follows:
1.Both of task classroom structure and ability classroom structure had statistical predication on master goal orientation and self-enhancing goal orientation.
2.Task classroom structure had statistical predication on all of self- regulated learning strategies, but ability classroom structure only had statistical prediction on self-evaluated learning strategies.
3.Master goal orientation had statistical correlation on self-monitor strategy, self-enhancing strategy, and self-evaluated strategy.
4.Ability classroom structure, task classroom structure, self-enhancing goal, master goal, and self-monitor learning strategy had statistical prediction on subjects' academic performance.

並列關鍵字

Nursing Students ； Classroom Structure ； Achievement Goal Orientations ； Self-Regulated Learning Strategies