台灣主修日語學習者學業求助行為之研究──目標志向、自我調整學習、學業求助行為之關係

A Study on Academic Help-seeking of Japanese Majors in Taiwan: The Relationship among Goal Orientation, Self-regulated Learning and Academic Help-seeking

本研究以台灣北．中．南．12所大學主修日語的學生為對象，透過語言「目標志向」、「自我調整學習」、「學業求助行為」問卷之調查，及使用「SPSS PC」統計分析工具，進行資料分析與相關性檢證，藉以瞭解台灣主修日語的學生其學業求助行為之特徵，並探討目標志向、自我調整學習與學業求助行為之關係。（1）學業求助行為：18個項目經因子分析，抽出3個因子，可歸納為：「自主性學業求助行為」、「達到精熟之學業求助行為、「依賴性學業求助行為等3因子。（2）目標志向：20個項目經因子分析，抽出2個因子，可歸納為：「學習目標」、「表現目標」等2因子。且闡明了目標志向會影響學業求助行為之選擇。（3）自我調整學習：20個項目經因子分析，抽出3個因子，可歸納為：「努力學習策略」、「後設認知策略」、「認知策略」等3因子。且闡明了使用「努力學習策略」、「後設認知策略」的學習者，較會使用自主性和達到精熟之學業求助行為，較不會使用依賴性學業求助行為。

To understand the academic help-seeking of Japanese majors in Taiwan and investigate the relationship among “goal orientation,” “self-regulated learning” and “academic help-seeking,” this research takes Japanese majors from 12 Taiwan colleges as research objects, designs questionnaires and uses the analysis program, SPSS PC, to analyze and verify the relationship. 1. Academic help-seeking: Through factor analysis, 18 items are divided into 3 factors: autonomic, mastery-approach and dependent help-seeking. 2. Goal orientation: Through factor analysis, 20 items are divided into 2 factors: learning goal and performance goal. Goal orientation affects choices of academic help-seeking. 3. Self-regulated learning: Through factor analysis, 20 items are divided into 3 factors: effort and persistence, meta-cognitive strategy and cognitive strategy. It is demonstrated that the learners who apply “effort and persistence” and “meta-cognitive strategy” tend to have “autonomic” and “mastery-approach” academic help-seeking.