英文摘要 |
This study aims to explore the relationships between the students' self-regulated learning and their English learning achievement. This study also investigated the influences of learner background variables on English self-regulated learning and English learning achievement, and the influences of English self-regulated learning on English learning achievement. The participants were 385 ninth graders of Magong Junior High School in Penghu County. The grades of the school exam were adopted as their English learning achievement. The results are as follows: (1) The ninth graders of Magong Junior High School regulated their English learning well. The scores of motivation, metacognition and goal-setting were higher than time management. (2) The female ninth graders regulated their English learning better than the males. The female ninth graders' English learning achievement was higher than the males'. (3) The ninth graders with high level socioeconomic status regulated their English learning better and had better English learning achievement. (4) The higher the ninth graders' English self-regulated learning, the higher the English learning achievement they got, and English self-regulated learning partially mediated between student's background variables and English learning achievement. |