英文摘要 |
The main purpose of this study was to understand the usage of self-regulated learning strategies of junior high school students in Taiwan, where the Self-Regulation Strategy Inventory-Self-Report [SRSI-SR] developed by Cleary (2006) was employed in this study. The revised Chinese version included two subscales: the first subscale is Adaptive Regulatory Behavior [ARB] that includes the management environment and behavior, seeking and learning information: the second one is maladaptive regulated behavior [MRB]. Data were collected from 119 students (61 7th grade and 59 9th graders) including 59 girls and 60 boys. The results showed that the Cronbach's α of the whole scale is .896, and the percent of variance explained is 37.54%. The results of the study showed that both ARB and MRB were not valid predictors of math achievement. No significant difference was found between boys and girls in ARB and MRB. The 9th grade performed better than 7th grade in ARB. Thus, teachers are advised to guide students to make good use of self-regulated learning strategies. Also, creating an appropriate teaching environment is beneficial to improve students’ performance. |