自律學習、學習價值與專題式學習表現之研究

本研究旨在瞭解學生在專題課程中自律學習與學習價值之現況，並探討性別、擔任角色等個人背景在自律學習和學習價值的差異情形及自律學習與學習價值之相關性。本研究依據研究目改編Pintrich等人（1991）的動機學習策略量表、Eccles及 Wigfield （1995）的自我感知問卷，以新北市某私立大學教育相關科系99位學生為研究對象，透過線上問卷調查的方式進行研究，其研究結果發現: (一)學生認為專題的完成是較不困難的，但對專題製作有較高考試焦慮，擔憂自己無法如期完成專題作品。 (二)女性學生的學習價值高於男性學生，但在專題上使用的認知策略低於男性學生。 (三)學生在小組擔任之角色會影響學生對專題的自律學習和學習價值。 (四)在專題課程中學生的自律學習與學習價值有正相關。最後本研究期望將研究結果提供教師及相關研究者做為參考，並依據研究結論提供未來相關研究之建議。

關鍵字

專題導向學習；自律學習；學習價值

並列摘要

The purpose of the study is to investigate students’ perception of self-regulation, task value and learning performance in an undergrad capstone course. The study also examines the relationship among the learning performance, self-regulated learning and task value. The data from 99 students were analyzed. The survey instruments were adapted from Pintrich et al.(1991) MSLQ and Eccles & Wigfield (1995) Self- and Task-Perception Questionnaire. The study results showed that students did not consider that capstone projects were difficult, however, they did have higher anxiety for the project and worried that they can’t complete the project in time. In terms of gender differences, it was found that female students had higher task value than male students, but their cognitive strategies used in the projects were lower than male students. Students’ self-regulated learning and task value were positively correlated, and their self-regulated learning and task value had an influence on their decision about group roles. Based on these study results, some suggestions were proposed for practical application and future research.