國中與高中學生家庭環境、學習投入狀況與自我調節學習及成就之研究

Family Environment, Learning Involvement, Self-regulated Learning, and Achievement of Junior and Senior High Students

10.7082/CARGC.200109.0063

魏麗敏(Lee-Min Wei)；黃德祥(Der-Hsiang Huang)

家庭環境 ； 學習投入 ； 學習動機 ； 自我調節學習 ； 學業成就 ； family Environment ； Learning Involvement ； Learning Motivation ； Self-regulated Learning

中華輔導學報

10期（2001 / 09 / 01）

63 - 118

繁體中文

本研究之主要目的在朴探討影響國中與高中學生學業成就之背景因素、家庭環境、學習投入狀況與自我調節學習等重要變項的作用與關聯。具體目的在鈴考驗不同背景變項在中學生學習歷程上的差異、背景變項與歷程變項之預劃作用、以及自評等第對學習結果的影響。 本研究的受試者係取自北、中、南、東12所國中與高中的學生共531人，其中男生218人，女生313人。另外，本研究並有相對的家長受試者461人，以及班級導師受試者14人。受試者經施以自編的「背景資料調查表」、「家庭環境調查表（學生自評）」、「家庭環境調查表（家長評定）」、「學習動機量表」、「學習投入量表（學生自評）」 、「學習投入量表（家長評定）」、「自我調節學習量表（學生自評）」、「自我調節學習量表（教師評定）」，以及「學業成績調查表」等。所得資料經以變異數分析法、 t 考驗與多元迴歸分析等加以考驗，結果獲致下到重要的發現：一、高社經地位之受試者其自評之家庭環境得分顯著的高於低社經地位受試者；高社經地位家長所評定的家庭環境得分也顯著的優於相對組別。二、親子問對學習投入之看法差異，因不同學習階段而有顯著不同，國中階段親子問差異更大。三、自評家庭環境較佳之受試者其學習動機、自評學習投入與父母評定學習投入得分均較高。 四、自評家庭環境較高組別之受試者其自我調節學習得分較高；學習動機與學習投入高分組之自我調節學習得分亦顯著的高於低分組。 五、經由多元回歸發現，家庭環境在五個預測變項中，對學習動機依變項最具顯著預測效果，家庭環境與學習動機變項又對學生的學習投入最具顯著預測作用。 六、經由多元回歸分析發現，在各背景變項與曆程變項中，以學習階段、自評家庭環境、學習動機、家長評定學習投入、學生自評學習投入等對自我調節學習具顯著預測作用。 本研究最後根據研究發現，對中學生之父母、教師、學生，以及學校輔導人員提供各項增進學生有效學習及提高學業成就的建議，最後，本研究亦對未來相關研究提供各種建議。

The main purpose of this study is to explore the impacts and relations among variables of background, family environment, learning involvement, and self-regulated learning of junior and senior students in Taiwan. Specifically, the purposes of the study are to examine the effect of different background variables on learning processes; to find the significant predictors of background and processes variables in students’ achievement; to explore the influence of self-evaluation on learning processes and products. The subjects of the study, totally 531 students, were drawn from 12 junior and senior high schools in Taiwan, including 218 boys and 313 girls. Moreover, 461 parents and 14 teachers of subjects were asked to answer questionnaires or inventories. The instruments used in the study included Family Environment Inventory (Student Edition), Family Environment Inventory (Parent Edition), Learning Motivation Scale, Learning Involvement Scale (Student Edition), Learning Involvement Scale (Parent Edition), Self-regulated Inventory (Student Edition), Self-regulated Inventory (Teacher Edition), and Academic Achievement Questionnair. Data got from subjects were analyzed by t-test, ANOVA, Multiple Regression, and so on. The main results found in the study are mentioned as following: 1.Students who were from higher SES family had showed better family environment than lower SES students. Parents from higher SES family also responded better family environment than lower SES parents. 2.The child-parent differences in learning involvement were significant in different school level, especially junior high schools. 3.Subjects who got better family environment had better learning motivation, learning involvement and parents’ evaluation on children’s learning involvement. 4.Students who had better family environment expressed that they better self-regulated learning, while students who had better learning motivation and learning involvement responded that they got better self-regulated learning. 5.On the basis of multiple regression, variable of family environment was the most important predictor for learning motivation. Moreover, family environment and learning motivation were two significant variables for self-regulated learning. 6.School level, family environment (self-evaluation), learning motivation learning involvement (evaluation of parents), learning involvement (self-evaluation) were significant predictors for self-regulated learning. Finally, some suggestions for parents, teachers, students, schools and counselors were proposed according to the results.

1. Bandura, A.(1993).Perceived self-efficacy in cognitive development and functioning.Educational Psychologist,28(2),117-148.
2. Barber, R. J.,Patin, D.(1997).Parent involvement: A two-way street.Educational Resources Information Center.
3. Barber, R. J.,Patin, D.(1997).Parent involvement: A two-way street.Educational Resources Information Center.
4. Bernstein, D. A.,Roy, E. J.,Srull, T. K.,Wickens, C. D.(1988).Psychology.Boston:Houghton Mifflin Co..
5. Bernstein, D. A.,Roy, E. J.,Srull, T. K.,Wickens, C. D.(1988).Psychology.Boston:Houghton Mifflin Co..
6. Bradley, R. H.,Caldwell, B. M.,Rocks, S. L.(1988).Home environment and practices and school performance: A ten-year follow-up and examination of three models of environmental action.Child Development,59,852-867.
7. Corno, L.(1989).Self-regulated learning and academic achievement: Theory, research, and practice.NY:Springer-Verlag.
8. Dornbusch, S. M.,Ritter, P. L.,Leiderman, P. H.,Roberts, D. F.,Fraleigh, M. J.(1987).The relation of parenting style to adolescent school performance.Child Development,58,1244-1257.
9. Ginsburg, G. S.,Bronstein, P.(1993).Family factors related to children's intrinsic/ extrinsic motivational orientation and academic performance.Child Development,64,1461-1474.
10. Grolnick, W. S.,Benjet, C.,Kurowski, C. O.,Apostoleris, N. H.(1997).Predictors of parent involvement in children's schooling.Journal of Educational Psychology,89(3),538-548.
11. Little, P.(1998).Early childhood digest: Family involvement in early childhood programs - How to choose the right program for your child.Educational Resources Information Center.
12. Little, P.(1998).Early childhood digest: Family involvement in early childhood programs - How to choose the right program for your child.Educational Resources Information Center.
13. Little, P.、魏麗敏 Wei, Lee-Min(1999)。國民中小學學生家庭因素、學習歷程與成就之分析研究。台北:五南。
14. Little, P.、魏麗敏(1999)。國民中小學學生家庭因素、學習歷程與成就之分析研究。台北:五南。
15. McClelland, D. C.(1985).Human motivation.Glenview, IL:Scott, Foresman.
16. McClelland, D. C.(1985).Human motivation.Glenview, IL:Scott, Foresman.
17. Moles, O. C.(1997).Reaching all families: The federal initiative in family-school partnerships.Educational Resources Information Center.
18. Moles, O. C.(1997).Reaching all families: The federal initiative in family-school partnerships.Educational Resources Information Center.
19. Office of Educational Research and Improvement(1997).Families get involved! Learning partners.Educational Resources Information Center.
20. Office of Educational Research and Improvement(1997).Families get involved! Learning partners.Educational Resources Information Center.
21. Peterson, M. E. H.(1997).Low-SES Literacy Backgrounds: Effects on Formal Schooling.New York:Carnegie Corp..
22. Reynolds, A. J.,Walberg, H. J.(1992).A structural model of high school mathematics outcomes.Journal of Educational Research,85,150-157.
23. Schunk, D. H.(1996).Self-evaluation and self-regulated learning.New York:Graduate School and University Center, City University of New York.
24. Schunk, D. H.(1996).Self-evaluation and self-regulated learning.New York:Graduate School and University Center, City University of New York.
25. Turner, J. C.,Thorpe, P. K.,Meyer, D. K.(1998).Students' reports of motivation and negative affect: A theoretical and empirical analysis.Journal of Educational Psychology,90,758-771.
26. Verna, M. A.,Campbell, J. R.,Beasley, M.(1997).Family processes, SES and family structure differentially affect academic self-concepts and achievement of gifted high school students.Educational Resources Information Center.
27. Verna, M. A.,Campbell, J. R.,Beasley, M.(1997).Family processes, SES and family structure differentially affect academic self-concepts and achievement of gifted high school students.Educational Resources Information Center.
28. Vygotsky, L.(1987).The collected works of L. S. Vygotsky, Vol. 2: The fundamentals of defectology.New York:Plenum.
29. Vygotsky, L.(1987).The collected works of L. S. Vygotsky, Vol. 2: The fundamentals of defectology.New York:Plenum.
30. Vygotsky, L. S.(1978).Mind in society: The development of higher psychological processes.Cambridge, MA:MIT Press.
31. Vygotsky, L. S.(1978).Mind in society: The development of higher psychological processes.Cambridge, MA:MIT Press.
32. Wigfield, A.(1997).Reading motivation: A domain-specific approach to motivation.Educational Psychologist,32,59-68.
33. Winne, P. H.(1997).Inherent details in self-regulated learning.Educational Psychologist,30,173-188.
34. Zimmerman, B. J.(1989).A social cognitive view of self-regulated academic learning.Journal of Educational Psychology,81(3),329-339.
35. Zimmerman, B. J.(1995).Self-monitoring during collegiate studying: An invaluable tool for academic self-regulation.New Directions for Teaching and Learning,63,13-27.
36. Zimmerman, B. J.(1986).Development of self-regulated learning: Which are the key Sub-processes?.Contemporary Educational Psychology,16,307-313.
37. Zimmerman, B. J.(1995).Self-regulation involves more than metacognition: A social cognitive perspective.Educational Psychologist,30(4),217-221.
38. Zimmerman, B. J.,Martinez-Pons, M.(1992).Student perceptions in the classroom.Hillsdale, NJ:Lawrence Erlbaum Associates, Publishers.
39. Zimmerman, B. J.,Martinez-Pons, M.(1990).Student differences: In self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use.Journal of Educational Psychology,82,51-59.
40. Zimmerman, B. J.,Martinez-Pons, M.(1986).Development of a structured interview for assessing student use of self-regulated learning strategies.American Educational research Journal,23,616-628.
41. 法務部犯罪研究中心(1998)。犯罪狀況及分析。台北:法務部。
42. 法務部犯罪研究中心(1998)。犯罪狀況及分析。台北:法務部。
43. 黃德祥 、魏麗敏(1998)。輔導學大趨勢。台北:心理出版社。
44. 黃德祥 Huang, Der-Hsiang、魏麗敏 Wei, Lee-Min(1998)。輔導學大趨勢。台北:心理出版社。
45. 魏麗敏 Wei, Lee-Min(1996)。影響國小兒童數學成就之自我調節學習與情感因素分析及其策略訓練效果之研究。國立台灣師範大學教育心理與輔導研究所。
46. 魏麗敏 Wei, Lee-Min(1992)。家庭環境量表的編製。測驗與輔導Testing and Counseling，113，2022-2024。
47. 魏麗敏 Wei, Lee-Min(2000)。成就動機量表的編製及應用。測驗與輔導Testing and Counseling，158，3309-3312。
48. 魏麗敏(1992)。家庭環境量表的編製。測驗與輔導Testing and Counseling，113，2022-2024。
49. 魏麗敏(2000)。成就動機量表的編製及應用。測驗與輔導Testing and Counseling，158，3309-3312。
50. 魏麗敏(1996)。影響國小兒童數學成就之自我調節學習與情感因素分析及其策略訓練效果之研究。國立台灣師範大學教育心理與輔導研究所。

1. 陳芳慶、梁育維(2015)。資訊融入教學對學習態度影響之後設分析。中等教育，66(2)，100-125。
2. 陳俐君、張芳全(2018)。國中生家庭社經地位、文化資本、自然科學習興趣對自然科學習動機影響之縱貫性研究。臺中教育大學學報：教育類，32(2)，1-33。
3. 洪福源、邱素玲(2014)。大學生班級情緒氣氛、學習自我效能、學習倦怠與學習投入關係研究。彰化師大教育學報，25，85-112。
4. 黃國光、曾明郎、陳燕雪、林和志(2012)。雲林縣國小高年級學童背景變項與家庭社經地位變項對運動參與行為之影響。嘉大體育健康休閒期刊，11(1)，184-191。
5. 黃台珠、吳裕益、何仕仁(2007)。科學自我效能量表之發展。科學教育學刊，15(6)，613-626。
6. 賴英娟,巫博瀚(2022)。國中生所知覺到的教師自主支持、自我效能、任務價值對學習投入之影響。教育心理學報，53(3)，543-564。
7. 李威龍(2013)。家庭環境對創業意向與創業行為之影響：以兩岸創業家為例。多國籍企業管理評論，7(1)，71-94。
8. 劉惠美,丁政本(2023)。國中特殊需求學生的資源班學習投入與幸福感之研究。教育心理學報，54(3)，727-751。
9. 謝志偉(2003)。自我調節學習理論之探究。課程與教學，6(3)，147-168+181。
10. 徐式寬(2018)。教育科技與教育實踐間的差距及省思。清華教育學報，35(2)，71-103。
11. 張芳全,洪筱仙(2019)。澎湖縣國中生未來時間觀、自律學習與學習成就之研究。臺北市立大學學報.教育類，50(2)，1-32。
12. 趙文滔(2015)。中小學輔導教師跨系統合作之成功經驗探究。家庭教育與諮商學刊，19，1-31。
13. (2003)。敎室目標結構與國小六年級學生目標取向、自我調節學習之關係研究。彰化師大教育學報，4，75-96。
14. (2004)。學童自我調整學習之調查研究。臺北市立師範學院學報：教育類，35(1)，1-24。
15. (2007)。開啟成功學習之鑰－有效的學習策略。教育研究月刊，163，87-99。
16. (2009)。影響中學生科學素養差異之探討：以臺灣、日本、南韓和香港在PISA2006資料為例。教育研究與發展期刊，5(4)，77-107。
17. (2011)。高雄市國中學習障礙學生自我概念與學校適應。東臺灣特殊教育學報，13，99-126。
18. (2020)。澎湖縣國中生背景因素與數學成績之研究：以自律學習與國文成績為中介變項。教育研究學報，54(2)，31-70。