大專學生體育課自我調整學習能力相關因素之研究

The Relationships between Self-Regulated Learning of College Students on Physical Education Program

10.6634/JPSS-CCU.200606.04.04

陳偉瑀(Wei-Yu Chen)；陳一進(I-Jin Chen)；鄧元湘(Yuan-Hsiang Deng)

自我調整學習 ； 動機信念 ； 學習策略 ； self-regulated learning ； learning motivation belief ； learning strategy ； learning achievement

文化體育學刊

4輯（2006 / 06 / 01）

33 - 46

繁體中文

本研究主要目的是，探討大專生在體育課自我調整學習能力因素之相關情形。以國內五所大專院校體育課選修桌球組共601名學生為研究對象。以自我調整學習量表（含動機信念及學習策略兩部份）為研究工具。所得資料以皮爾遜積差相關、典型相關和獨立樣本t考驗進行統計分析。本研究結果發現：1．大專生自我調整學習各因素間有相關存在。2．自我調整學習因素中，動機信念透過四個典型相關因素對學習策略產生影響，其可解釋的總變異量為46.80%左右。3．男生在動機信念的「學習目標」、「成就動機」、「自我期許」，及學習策略的「考試準備」與「情緒支持」因素上優於女生，且女生比男生有較高的「考試焦慮」。本研究根據研究發現提出研究結果與未來研究的建議。

The purpose of this study were to explore the relations between self-regulated learning of college students on physical education program. The subjects were 601 students selected from 5 colleges. The subjects were administered Learning Motivation Belief Inventory and Learning Strategy Inventory. The collected data were then analysis by Pearson product-moment correlation, canonical correlation analysis and t test (independent). The findings were as follows: 1. All factors of self regulated learning of college students' on physical education program were correlated. 2. There were canonical correlation identified between the learning motivational belief and the self-regulated learning strategy. The four canonical variables were able to explain up to 46.80% of total variables of students' ”Learning strategy”. 3. There were differences between male and female students on self-regulated learning. The ”learning goal”, ”achievement motivation”, ”self-anticipation” of Motivation Belief, and ”preparing to examine”, ”support to emotional” of Learning Strategy of male students were better than those of female students. The ”test anxiety” of female students were higher than those of male students. Based on the results and findings of this study, same applications and further research suggestions were offered.

1. 陳偉瑀(2003)。大專院校體育教師教導方式對學生體育課學習行為之影響。體育學報，35，221-232。
   連結：
2. 程炳林(2002)。大學生學習工作、動機問題與自我調整學習策略之關係。教育心理學報，33(2)，79-102。
   連結：
3. 黃素芬、陳偉瑀(2004)。大專生桌球學習動機及學習策略對學習表現的預測。台灣運動心理學報，4，21-46。
   連結：
4. Ames, C.(Ed.),Maehr, M.(Ed.)(1989).Advance in motivation enhancing environments.CT:JAI press.
5. Biggs, J.(1978).Individual and group differences in study process.British Journal of Educational Psychology,46,68-80.
6. Boekaerts, M.(1999).Self-regulated learning: Where we are today?.Interrnational Journal of Educational Research,31,445-457.
7. DeGroot, E. V.(2002).Learning through interviewing: Students and teachers yalk about learning and schooling.Educational Psychologist,37(1),41-52.
8. Hagen, A.S.,Weinstein, C. E.(1995).Achievement goals, self-regulated learning, and the role of classroom context.New Directions for Teaching and Learning,63,43-55.
9. Johnson, G. R.(1991).Teaching tips for users of the Motivated Strategies for Learning Questionnaire.Ann Arbor, MI:University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
10. Nolen, S. B.(1996).Why study? How reasons for learning influence strategy selection.Educational Psychology Review,8,335-355.
11. Patrick, H.,Middleton, M. J.(2001).Turning the kaleidoscope: What we see when self-regulated learning is viewed with a qualitative lens.Educational Psychologist,37,27-39.
12. Pintrich, P. R.(1995).Understanding self-regulated learning.New Directions for Teaching and Learning,63,3-12.
13. Pintrich, P. R.,Schunk, D. H.(1996).Motivation in education: theory, research and applications.New Jersey:Prentice Hall, Inc..
14. Pintrich, P.R.,DeGroot, E. V.(1990).Motivational and self-regulated learning components of classroom academic performance.Journal of Educational Psychology,82,33-40.
15. Pokay, P.,Blumenfeld, P. C.(1990).Predicting achievement early and late in the semester: The role of motivation and use of learning strategies.Journal of Educational Psychology,82(1),41-50.
16. Schunk, D. H.(Ed.),Zimmerman, B. J.(Ed.)(1994).Self-regulation of learning and performance Issues and educational applications.Hillsdale, N. J.:Erlbaum.
17. Schunk, D. H.(Ed.),Zimmerman, B. J.(Ed.)(1998).Self-regulated learning: From teaching to self-reflective practice.NY:The Guilford Press.
18. Talbot, G. L.(1990).Personality correlates and personal investment of college students who persist and achieve.Journal of Research and Development in Education,24(1),53-57.
19. Weinstein, C.E.(Ed.),Goetz, E. T.(Ed.),Alexander, P.A.(Ed.)(1988).Learning and study strategies.Boston:Academic Press.
20. Zimmerman, B. J.(1989).A social cognitive view of self-regulated academic learning.Jourrnal of Educational Psychology,81,329-339.
21. Zimmerman, B. J.,Maritnez-Pons, M.(1990).Student differences in self-regulated learning: Relating grade, sex, and giftedness to se lf-efficacy and strategy use.Journal of Educational Psychology,82,51-59.
22. 周文祥(1995)。體育成就動機與學習成就之研究。體育學報，20，37-50。
23. 林清山、程炳林(1995)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報，28，15-58。
24. 高三福(1998)。運動的自我調整：一個自我效能的觀點。台灣師大體育研究，5，105-115。
25. 張景媛(1992)。自我調整、動機信念、選題策略與作業表現關係的研究暨自我調整訓練課程效果之評估。教育心理學報，25，201-243。
26. 梁麗珍(2001)。博士論文(博士論文)。國立彰化師範大學工業教育學系。
27. 陳玉玲(2002)。自我調整學習理論探究及相關研究。教學學刊，19，27-45。
28. 陳品華(2004)。融入式介入方案對技職大學生自我調整學習之影響研究。教育與心理研究，27(1)，159-180。
29. 陳品華(2000)。博士論文(博士論文)。國立政治大學教育研究所。
30. 陳偉瑀、沈莉青(2003)。體育課動機信念量表編製之研究。德明學報，21，127-140。
31. 陳偉瑀、沈莉青(2003)。體育課學習策略量表編製之研究。中華民國大專院校九十二年度體育學術研討會，桃園縣:
32. 彭和妹(1993)。碩士論文(碩士論文)。國立台灣師範大學教育研究所。

1. 陳偉瑀、王俊明(2008)。技職院校學生自我調整學習能力與桌球學習表現之分析研究。輔仁大學體育學刊，7，86-104。