大學生自我調整學習教學策略對教師教學滿意度的預測

Prediction of Self-Regulated Learning in Instruction Strategy to Teaching Satisfaction for College Students

陳偉瑀(Wei-Yu Chen)

《大專體育學刊》 12卷1期 (2010/03) Pp. 31-41

https://doi.org/10.5297/ser.1201.004

摘要

本研究主要目的是探討大學生自我調整學習教學策略對教師教學滿意度的預測。本研究以德明財經科技大學四個班207名學生（男45、女162）為研究對象。所有受試者均接受動機信念量表、學習策略量表及教學滿意度量表的施測。所得資料以描述統計、皮爾遜積差相關、典型相關和多元逐步迴歸等進行統計分析。本研究結果發現：一、學生的自我調整學習與教學滿意度之「教學效果」的相關性最高；二、自我調整學習透過一個典型因素對教學滿意度產生影響，其可解釋的變異量為17.30%左右；三、自我調整學習的「內在價值」最能有效預測教學滿意度。本研究並根據研究發現提出結論：體育教師採取自我調整教學策略，有助於提高學生在教學效果上的滿意度；同時，學生的內在價值亦也是影響對教師教學滿意度的最主要因素。

關鍵字

動機信念 ； 學習策略 ； 教學效果 ； 內在價值

並列摘要

The purpose of this study was to explore the prediction of self-regulated learning in instruction strategy to teaching satisfaction for college students. There were 207 students (male 45; female 162) drawn from Takming University of Science and Technology as the subjects. All the subjects were administered motivational belief inventory, learning strategy inventory, and teaching satisfaction inventory. The collected data were analyzed by Pearson product-moment correlation, canonical correlation analysis and multiple stepwise regression analysis. The findings were as follows: 1. The students’ self-regulated learning ability had higher correlation with ”teaching effect” among teaching satisfaction. 2. The students' self-regulated learning ability could affect teaching satisfaction by way of the canonical factor χ1, and the explained variance was 17.30%. 3. Among the self-regulated learning ability, ”intrinsic value” was the most valid factor that could predict teaching satisfaction. Based on the results and findings of this study, some applications and further research suggestions were offered.

並列關鍵字

motivational belief ； learning strategy ； teaching effect ； intrinsic value

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