臺灣學生使用自我調整學習策略之現況分析：以雲林縣某國中為例

本研究利用Cleary（2006）發展的自我調整策略自陳量表（SRSI-SR），瞭解臺灣國中學生在學習過程使用自我調整學習策略之情形。修訂後的中譯版量表包含良好適應調整行為、不良適應調整行為等兩個分量表，全量表的內部一致性係數（Cronbach's α）為.896，因素分析的變異解釋量達37.54%。參與本研究的受測學生共119人（七年級學生61人，九年級學生58人），其中59位女生，60位男生。結果發現兩個分量表無法作為預測數學成就之因子，而不同性別在二個分量表的表現均未達顯著。比較七年級跟九年級在ARB的表現，九年級的平均數優於七年級，且達顯著差異，因此研究建議教師在教學時應引導學生使用自我調整學習策略，營造適當的學習環境，以提升其學習表現。

關鍵字

自我調整學習；自我調整策略自陳量表

並列摘要

The main purpose of this study was to understand the usage of self-regulated learning strategies of junior high school students in Taiwan, where the Self-Regulation Strategy Inventory-Self-Report [SRSI-SR] developed by Cleary (2006) was employed in this study. The revised Chinese version included two subscales: the first subscale is Adaptive Regulatory Behavior [ARB] that includes the management environment and behavior, seeking and learning information: the second one is maladaptive regulated behavior [MRB]. Data were collected from 119 students (61 7th grade and 59 9th graders) including 59 girls and 60 boys. The results showed that the Cronbach's α of the whole scale is .896, and the percent of variance explained is 37.54%. The results of the study showed that both ARB and MRB were not valid predictors of math achievement. No significant difference was found between boys and girls in ARB and MRB. The 9th grade performed better than 7th grade in ARB. Thus, teachers are advised to guide students to make good use of self-regulated learning strategies. Also, creating an appropriate teaching environment is beneficial to improve students' performance.

並列關鍵字

Self-Regulated Learning[SRL] ； Self-Regulation Strategy Inventory-Self-Report[SRSI-SR]

參考文獻

陳嘉成、陳柏霖、洪兆祥、薛人華（2018）。劍的雙面刃─國中數學科不同成就學生學習組型差異之分析。教育科學研究期刊，63（3），105-130。doi:10.6209/JORIES.201809_63(3).0004

Callan, G. L., & Cleary, T. J. (2018). Multidimensional assessment of self-regulated learning with middle school math students. School Psychology Quarterly, 33(1), 103. http://dx.doi.org/10.1037/spq0000198

余民寧（2011）。教育測驗與評量：成就測驗與教學評量（第三版）。臺北市：心理出版社。