大學生學習工作、動機問題與自我調整學習策略之關係

The Relationships Among College Students' Academic Tasks, Motivational Problems, and Self-Regulated Learning Strategies

10.6251/BEP.20010913

程炳林(Biing-Lin Cherng)

自我調整學習 ； 動機調整 ； 訊息處理策略 ； 后設認知策略 ； 行動控制 ； Self-Regulated Learning ； Motivational Regulation ； Cognitive Strategy ； Metacognitive Strategies ； Action Control

教育心理學報

33卷2期（2002 / 04 / 01）

79 - 101

繁體中文

最近自我調整學習的研究已經顯示學習者會使用各種不同的策略來調整自己的努力程度。但是至今仍很少有研究探討學習情境與調整行為之間的交互關係。基於此，本研究的目的在探討國內大學生究竟是使用哪些策略來調整自己的努力程度，並分析大學生在從事不同的學習工作且面對不同的動機問題時，其調整策略的使用是否會隨情境而改變。受試者是109位大學生，使用的測量工具是研究者自編的調整策略開放式量表。研究結果顯示：（一）國內大學生使用的調整策略非常多樣化，包括動機調整、訊息處理、後設認知、行動控制等策略，而大學生自陳使用最多的是訊息處理策略及行動控制策略。（二）大學生面對困難的教材、準備考試及閱讀教科書時會使用比較多的調整策略。自大學生調整策略的使用能預測其考試和作業成績。圖大學生調整策略的使用會隨著學習情境而改變。當面對不重要的教材時，學習者傾向使用比較多的動機調整策略；若遭遇困難的教材時，他們會使用更多的訊息處理及後設認知策略；當面對的材料是枯燥無趣的，則他們使用的行動控制策略就會明顯的比較多。本研究根據研究結果在理論上的涵義進行討論，並提出未來研究上的建議。

Recent research on self-regulated learning has showed students regulated theft level of effort by using a variety of regulated strategies. Much of this research has explored these strategies without consideration of the interaction between contexts and regulated strategies. The purpose of this study was to explore what regulated strategies college students use and interaction among academic tasks, motivational problems, and students' regulated strategies Subjects were 109 students from two universities in southern Taiwan. The instrument employed in this study was the Regulated Strategies Open-ended Questionnaire. Results showed that (a) students used a variety of motivational, cognitive, metacognitive, and action control strategies in learning contexts; (b) when faced with difficult course material, studying for an exam, and reading a textbook chapter, subjects reported more regulated strategies use than the other learning contexts; (c) students' course work and exam performance could be effectively predicted by theft regulated strategies; (d) students' reported use of regulated strategies varied across different academic learning tasks and motivational problems. When faced with difficult course material, students tended to use more information-processing and metacognitive strategies. Students reported more motivational regulation in response to material described as not important or lacked value. When faced with course material that was boring, students tended to use more action control strategy. These results supported the view that self-regulated learners adapted their strategy use to fit situational demands. Implications for theory and research are discussed.

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