大學生學習適應、自我調整學習策略與學習成效量表之建構－以Y技術學院為例

Constructing a Scale of the Undergraduates' Learning Adaptation, Self-regulated Learning Strategy and Learning Effect: Take Y Institute of Technology as an Example

杜佳靜(Chia-Ching Tu) ； 黃玉萍(Yu-Ping Huang) ； 張菽萱(Shu-Hsuan Chang)

《育達科大學報》 24期 (2010/09) Pp. 33-56

https://doi.org/10.7074/YDAJB.201009.0033

摘要

本研究主要是透過一系列嚴謹的分析程序建立一份具有信效度的「大學生學習適應、自我調整學習策略與學習成效」量表。蒐集Y技術學院大學生共610份有效問卷，將其隨機區分為二組樣本，每組各305份。第一組樣本以探索性因素分析獲得因素成份，結果顯示「學習適應」量測出三個因素，分別命名為「身心適應」、「同儕關係」及「師生關係」；「自我調整學習策略」量測出三個因素，分別命名為「認知策略」、「後設認知策略」及「資源經營策略」；「學習成效」自成為單一因素。按著第二組樣本做驗證性因素分析的評鑑，結果呈現此一模式做內在結構適配評鑑，也顯示觀察變項與潛在變項皆具有良好的信度、聚合效度，以及區別效度。

關鍵字

學習適應 ； 自我調整學習策略 ； 驗證性因素分析

並列摘要

The purpose of this study was to develop a reliable and valid scale, using a series of conscientious and careful analytic procedures, to measure college students perceptions of the learning adaptation, self-regulated learning strategies, and learning efficiency at school. The amount of 610 valid questionnaires was collected from Y Institute of Technology. The samples were randomly divided into two sets, each set consisting of 305 questionnaires. The first set has generated the factors through exploratory factor analysis. Result shows that three factors influence learning adaptation, including physical and mental adaptation, peer relationship, and relationship between teachers and students. There are also three factors influencing self-regulated learning strategies, which are cognitive strategies, meta-cognitive strategies, and resource management strategies. Learning effect is its single-factor. Then a series of competing models was established and evaluated by using the second set through confirmatory factor analysis. The internal-component evaluation also found that latent variables have good reliability, convergent validity, and discriminate validity.

並列關鍵字

Learning Adaptation ； Self-regulated Learning Strategy ； Confirmatory Factor Analysis

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