自我調整學習課程對國小中年級學童學習動機及學習自我效能之影響

The Effects of Self-regulated Learning Curriculum on Middle-grade Elementary School Students’Learning Motivation and Learning Self-efficacy

林芳瑛

指導教授 ： 毛國楠

國立臺灣師範大學/教育學院/教育心理與輔導學系碩士在職專班/碩士(2013年)

摘要

本研究目的在探討自我調整學習課程對國小中年級學童學習動機及學習自我效能之影響。研究採準實驗設計，以臺北市一所國小三年級學生，共四個班級85名學生為對象，其中實驗組42人，對照組43人。實驗組接受為期九週，每週一節課的實驗課程處理；對照組則進行綜合活動領域原有之課程，不做任何實驗處理。研究以「學習動機量表」及「學習自我效能量表」為研究工具，分別採前、後測，再將所得資料以單因子共變數分析進行統計處理，並輔以「課程學習單」及「教師教學省思」之質性資料，以了解實驗教學之成效。主要研究結果如下：
一、自我調整學習課程對於學生學習動機之預期及執行意志成分有顯著的提升效果；價值及情感成分則無顯著提升效果。
二、自我調整學習課程對於學生之學習自我效能有顯著的提升效果。
三、實驗組學生在學習單回饋中對自我調整學習課程多表示正向肯定，認為此一系列課程對其學習有幫助，學生願意在自己的學習上多付出些心力，且相信只要肯努力，個人的學習表現會越來越好。
最後，根據研究目的、結果與相關文獻進行討論，並提出結果應用及未來相關研究之建議。

關鍵字

自我調整學習 ； 學習動機 ； 學習自我效能

並列摘要

The purpose of this study was to investigate the effects of self-regulated learning curriculum on middle-grade elementary school students’ learning motivation and learning self-efficacy. The study was conducted by adopting quasi-experimental design and the subjects were 85 students from four third grade classes of an elementary school in Taipei City, including the experimental group of 42 students and the control group of 43 students. The experimental group students participated in one period of experimental curriculum once a week for nine weeks, while the control group students had their regular curriculum in learning area of integrative activities without any experimental treatment. “Learning Motivation Scale” and “Learning Self-efficacy Scale” were administered in this study to collect quantitative data and the outcomes of pretest and posttest were analyzed by using one-way ANCOVA statistical technique. In addition, qualitative data such as “students’ worksheets” and “teacher’s self-examination records” were both used as supplements to realize the effectiveness of experimental instruction. The major results of this study were as follow:
1.Self-regulated learning curriculum significantly improved students’ learning motivation in expectancy and executive volition components, but not significant in value and affective component.
2.Self-regulated learning curriculum significantly improved students’ learning self-efficacy.
3.Most experimental group students expressed positive attitude toward self-regulated learning curriculum in their worksheet feedback and considered a series of experimental curriculum beneficial for their learning. Furthermore, students were willing to spend a lot more time and effort on their own learning and believed that if they studied hard enough their learning performance would get better in the future.
Finally, according to the research purpose, the findings, and related literature, the researcher discussed and provided some suggestions for application and future research.

並列關鍵字

self-regulated learning ； learning motivation ； learning self-efficacy

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