大學生修讀跨領域學分學程自我評估與認知價值及學習行為對學習成效的影響性

Self-evaluation and the Impact of Cognitive Value and Learning Behavior on Learning Outcomes among College Students Taking Interdisciplinary Credit Courses

大學生選擇跨領域學分學成修讀時，需要能夠反思其學習過程、掌握自我進展並及時調整學習策略，促使更加自主地管理自己的學習，並在多元學科中建立自我認識。本研究從本研究對象主要對象以大學生作為330份問卷收集對象，於2024年9月01日至2024年9月30日，進行並回收刪除無效問卷17份，有效問卷為313份，有效問卷率為94.85%。本研究發現，大學生修讀跨領域學分學程自我評估、認知價值、學習行為對學習成效具有顯著正向影響性，另外自我評估、認知價值、學習行與學習成效彼此間具有顯著正相關。因此，具備高度自我評估能力的學生更能有效反思與調整學習策略，從而提高學習成效。本研究貢獻可提供教育機構針對跨領域學分學程學習成效進一步的研究。

When college students choose to study for cross-field credits, need to be able to reflect on their learning process, grasp their own progress and adjust their learning strategies in a timely manner. To manage their own learning more autonomously and build self-understanding were in multiple disciplines. The study collected 330 questionnaires from college students as the main target of the study. From September 1, 2024 to September 30, 2024, 17 invalid questionnaires were collected and deleted, and the number of valid questionnaires was 313. The effective questionnaire rate was 94.85%. The study found that self-evaluation, cognitive value, and learning behavior of college students taking cross-field credit courses had the significant positive impact on learning effectiveness. In addition, self-evaluation, cognitive value, learning behavior, and learning effectiveness had the significant positive correlation with each other. Therefore, students with high self-evaluation abilities were more able to effectively reflect and adjust learning strategies then improving learning effectiveness. The contribution of the study can provide educational institutions with further research on the learning effectiveness of cross-field credit courses.