幼保系學生的英語學習動機、行動控制、後設認知及其學業成就之相關研究

The Relationship among English Learning Motivation, Action Control, Meta-cognition, and Academic Achievement of ECEC Department Students

吳青蓉(Ching-Jung Wu) ； 張玉茹(Yu-Ju Chang) ； 羅廷瑛(Ting-Ying Lo)

《慈濟大學教育研究學刊》 5期 (2009/07) Pp. 55-82

https://doi.org/10.6754/TCUJ.200907.0055

摘要

本文論述學校教育改革的背景，從教育鬆綁、教育改革、學習型組織的觀點、析論學校自主革新的特質與內涵，作者提出學校自主革新的關鍵策略，包括一、學校行政組織科層化的調整，二、教育行政專業自主性之提昇，三、教師教、訓、輔統整意識之建立，四、現有法規及課程標竿之鬆綁與創新，五、學校領導與決定品質之提昇等建議。

關鍵字

教育革新 ； 學校教育 ； 學習型組織

並列摘要

The main purpose of this study is to explore the relationship among English learning motivation, action control, meta-cognition, and academic achievement of Early Childhood Education and Care (ECEC) Department students. A questionnaire survey was conducted among 499 ECEC Department students to collect data. The instruments employed in this study included: learning motivation inventory, action control inventory, meta-cognition inventory, and the English Achievement Test (listening, reading, and writing). The obtained data was analyzed by structural equation modeling (SEM). The major findings were: (1) Except for the Chi square test, which is easily influenced by sample size, the results indicate that ECEC students' English academic achievement is signifïcantly influenced by learning motivation, action control, and meta-cognition. (2) Structural equation modeling analysis shows that the direct effects are significant regarding learning motivation with action control, learning motivation with meta-cognition, learning motivation with academic achievement, action control with meta-cognition, and meta-cognition with academic achievement; the indirect effects are significant regarding learning motivation with meta-cognition, learning motivation with academic achievement, and action control with academic achievement.

並列關鍵字

academic achievement ； action control ； learning motivation ； ECEC department students ； meta-cognition