自我調整學習理論探究及相關研究

Theory and Correlation Research on Self-Regulated Learning

本研究旨在探究我調整學習理論及自我調整學習與大學生學業表現之間的關係。透過文獻探討和問卷調查法，本研究主要結果有三：首先，自我調整學習主要要素有動機、認知策略、環境利用與控制、應試策略。其次，大學生的自我調整學習能力與學業表現間的確有相關存在，自我調整能力越高者，其學業表現越高；而自我調整學習的各個要素與學業表現之間亦有相關存在。第三，不同年級大學生只在應試策略方面確有差異存在，「原本就讀高中的大學生」在動機方面、環境利用與控制方面高於「原本就讀高職的大學生」。根據研究結果，本研究並提出具體建議作為未來相關研究之參考。

This paper proposed to explore the theory of self-regulated learning (SRL) and the relations between SRL and college students' academic achievement. Through the self-report questionnaire of SRL， the results were as follows. Firstly， the elements of SRL were motivation， cognitive strategies， utilization and control of the environments， and test-taking strategies. Secondly， there was a relatively strong correlation between SRL and college students' achievement. The result supported the notion that as the students' SRL ability was higher， their academic performance was better. Incidentally， there was a significant correlation between the elements of SRL and the academic performance. Thirdly， the correlations were found between grades， kinds of high school and the elements of SRL. It was clear that there were differences between freshman and junior students on test-taking strategies. In the meantime， survey results indicated that the SRL ability of students from senior high school and vocational high school was different at the dimensions of motivation and environments. Based on the results of the study， recommendations were made for the other researchers.