探討學習動機和自律學習在課堂表現上之關聯性

Exploring the Correlation between Motivation and Self-Regulated Learning in English Performance

賴曉雯(Hsiao-Wen Lai)

指導教授 ： 徐文正

中原大學/人文與教育學院/應用外語研究所/碩士(2008年)

https://doi.org/10.6840/CYCU.2008.00040

摘要

本研究的目的在於探討大學生學習英文的動機、自律調整學習策略與英文表現的相互顯著關係。本研究以北台灣某大學的大一新生，共304位為對象。主要調查工具為「學習動機策略問卷」，並採取大一新生的大學學力測驗的分數為其英語能力的依據。「學習動機策略問卷」分成學習動機和自律調整學習策略兩大部分，學習動機部份包括價值觀、期望與情緒因素，自律調整學習策略部份包括認知、後設認知和資源管理。所有資料以SPSS做統計分析並比較其相關性，主要的統計方法為描述統計和皮爾遜積差相關。
主要發現依研究問題順序分析如下: 1. 學習動機和自律調整學習策略之間的變量是具有相關性，值得被注意的是大學生的自我效能、活動的價值觀和內在動機與認知和後設認知的相關性比其他的學習動機變量還要顯著。2.在學習動機的變量中，內在動機、活動的價值觀、學習信念和自我效能與學生的英語表現是正相關。對於自律調整學習策略的變量而言，同儕學習、批判性思考、後設認知和詳細闡述與學生的英語能力表現是正相關。3. 根據英語能力高低兩組的比較結果，影響台灣大學生的英語學習的重要因素為學生的學習信念、自我效能、考試焦慮、後設認知和同儕學習。
最後，根據本研究的結果，對於大學老師、研究者和大學教材的設計者提出教學上的應用。

關鍵字

自律調整學習 ； 學習動機策略問卷 ； 學習動機

並列摘要

The aim of the present study is to investigate the relationship among learning motivation, learning strategies in self-regulated learning (SRL), and English performance in college students. The participants of this research were 304 freshmen from different disciplines enrolled in Freshman English Class. The Motivated Strategies for Learning Questionnaire (MSLQ), a self-report instrument, was used in the present study. The questionnaire includes two major parts, motivation and self-regulated learning strategies. The former includes value, expectancy, and affective factor whereas the latter involves cognition, metacognition, and resource management. Data collected were analyzed through Pearson Correlation to determine whether any significant relationship existed among the three categories.
The findings of the study are as follows. First, all of the variables in motivation and self-regulated learning strategies are related reciprocally including the negative affective factor, test anxiety. It should be noticed that the data of self-efficacy, task value, and intrinsic orientation are more significantly correlated to cognitive and metacognitive strategies than other motivational variables in language learning. Second, in the categories of motivational variables, intrinsic orientation, task value, learning beliefs, and self-efficacy are positively associated with English achievement. As regards learning strategies in SRL, peer learning, critical thinking, metacognitive, and elaboration have been shown to be positively related to achievement. Finally, based on the comparison between high- and low-proficiency groups, the more influential learning factors for college students in Taiwan may be their learning beliefs, self-efficacy, test anxiety, metacognition, and peer learning.
Pedagogical implications were presented for instructors, researchers, and materials designers based on the results of this study.

並列關鍵字

motivation ； self-regulated learning ； MSLQ

參考文獻

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