大學生後設認知策略、網路學習行為與心理學學習成效之關係

The Relationships among Metacognitive Strategies, Learning Behaviors and Academic Performance in Psychology of Internet-based Learning for College Students

陳柏霖(Po-Lin Chen) ； 劉佩雲(Pei-Yun Liu)

《南台人文社會學報》 14期 (2015/11) Pp. 35-70

摘要

本研究旨在了解大學生網路學習時，後設認知策略使用及網路學習行為表現之情形，並探究後設認知策略、網路學習行為與心理學學習成效之間的關係。以902位大學生為對象進行問卷調查，以後設認知策略量表、網路學習行為量表及心理學學習成效量表進行分析。所得資料採用皮爾森積差相關、結構方程式模型進行統計分析。研究結果發現：所得實徵資料能適配研究所建構的模式，支持研究假設，即大學生進行網路學習時，後設認知策略與網路學習行為呈顯著正相關，後設認知策略與心理學學習成效呈現顯著正相關，網路學習行為與心理學學習成效呈現顯著正相關。本研究根據資料分析結果進行討論，並對高等教育與未來研究提出建議。

關鍵字

心理學學習成效 ； 後設認知策略 ； 網路學習行為

並列摘要

This study aims to understand metacognitive strategies use and learning behavior when college students engage in online learning by exploring the relationships among metacognitive strategies, learning behavior of internet-based academic performance in psychology. A questionnaire survey regarding metacognitive strategies, learning behavior of internet-based and academic performances in psychology was completed by 902 college students. . The data were analyzed using Pearson's correlation and structural equation modeling, revealing that empirical data can be adapted to the constructed model and support the hypothesis that when college students engage in online learning there are positive correlations between metacognitive strategies and learning behavior. Metacognitive strategy use and academic performance in psychology are also positively correlated, as are learning behavior of internet-based learning and academic performance in psychology. According to the above conclusions, some suggestions are proposed for higher education institutions and future studies.

並列關鍵字

academic performances in psychology ； metacognitive strategies ； internet-based learning behaviors