自我調整課業學習模式在課業學習諮商的應用

The Applications of Self Regulated Learning Model in Academic Counseling

10.7040/GJ.200206.0229

林清文(Chin-Wen Lin)

課業學習諮商 ； 自我調整學習 ； 課業學習困擾 ； 自我效能 ； Academic counseling ； Self regrulated academic learning

彰化師大輔導學報

23期（2002 / 06 / 01）

229 - 275

繁體中文

學習是兒童和青少年的生涯課題（career task）之一；「學生」是多數青少年的主要生涯角色，學習課題往往關涉學生本人的生涯滿意和自尊，也是家長、教師和教育行政主管關切的議題。課業學習諮商無疑是學生輔導工作的重要範疇。惟學校輔導工作者在提供課業學習諮商方面，普通遭遇的主要困境則在於缺乏可用的工作模式。本文試圖回顧自我調整學習的理論及相關實徵研究結果，歸納自我調整課業學習模式，進而依自我調整課業學習模式，提出學生課業學習模式在課業學習諮商上的應用。最後並針對自我調整課業學習模式的諮商應用。 針對文獻探討及案例討論結果，本文積極建議學校輔導工作者針對學生不同程度的各類學課業學習困擾，可援引本文介述的自我調整課業學習模式，切入評估學生的課業學習困擾，提出可行的問題改善策略和諮商計畫，協助學生、家長認識課業學習諮商的必要與可為，擴展學校輔導專業的公共形象。

Academic learning was the primary career task for children and adolescences. Academic achievement was the most important sources of self esteem for students. Help students to accomplish academic learning was the school counselors’ duty. The school counselor needs a working model for academic counseling. The purposes of this article were to review the literatures and empirical study reports in self regulated academic learning, and to discuss its applications in academic counseling. The author advocated the school counselor afford academic counseling based in self regulated learning model, and promote the public image of school counseling.

1. 林清文(2001)。八十九學年度中區大專院校輔導教師學習評量與諮商工作坊手冊。彰化市:國立彰化師大學生心理諮商與輔導中心主辦。
   連結：
2. 高民凱(2001)。碩士論文(碩士論文)。國立彰化師大輔導與諮商學系。
   連結：
3. Abramson, L. Y.,Seligman, M. E. P.,Teasdale, J. D.(1978).Learned helplessness in humans: Critique and reformulation.Journal of Abnormal Psychology,87,49-74.
4. Ames, C.(1984).Achievement attributions and self-instructions under competitive and individualistic goal structures.Journal of Educational Psychology,76,478-487.
5. Ames, C.,R. Ames,C. Ames (Eds.)(1984).Research on motivation in Education.New York:Academic Press.
6. Anderson, P. N.(2000).Cost perception and the expectancy-value model of achievement motivation.ERIC ED.
7. B. J. Zimmerman,D. H. Sehunk (Eds.)(1989).Self-regulated learning and academic achievement Theory research and practice.New York:Springer-Verlag.
8. Baeyer, C.,Petersen. C.,Semmel, A.,Abramson, L. Y.,Metalsky, G. I.,Seligman, M. E. P.(1982).The attributional style questionnaire.Cognitive Therapy and Research,6,287-300.
9. Baker, L.,Brown, A. L.,P. D. Pearson,R. Bart.,M. Kamil,P. Mosenthal (Eds.)(1984).A handbooks of Reading Research.New York:Plenum Press.
10. Bandura, A.(1977).Towards a unifying theory of behavior change.Psychological Review,89,191-125.
11. Bandura, A.(1982).The self efficacy mechanism n human agency.American Psychologist,37,122-147.
12. Bandura. A.(1986).Social foundations of thought crud action: a social cognitive theory.Englewood Cliffs, NJ:Prentice Flail.
13. Bembenutty, H.(1999).Sustaining Motivation and academic goals: the role of academic delay of gratification.Learning & Individual Differences,11,233-258.
14. Biggs, J. B.(1985).The role of metalearning in study processes.British Journal Education Psychology,55,185-212.
15. Biggs. J. B.(1987).Learning Process Questionnaire Manual Student approaches to learning and studying.Melbourne:Australian Council for Educational Research.
16. Boekaerts, M.(1995).Self regulated learning: bridging the gap between metacognitive and metarmotivation theories.Educational Psychologist,30,195-200.
17. Boekaerts. M(1997).Self-regulated learning. A new concept embraced by researchers, policy makers, educators, teachers, and students.Learning and Instruction,7,161-186.
18. Brown, A.,Campione, J. C.,Day, J. D.(1981).Learning to learning: or training students to learn from tests.Educational Researcher,10,1421.
19. Brown, A.,F. E. Weinert,R. H. Kluwe (Eds.)(1987).Metacognition motivation and understanding.Hillsdale, NJ:Lawrence EHbaum Assoc., Publ.
20. Burns, M. O.,Seligman, M. E. P.(1989).Explanatory style across the life span: Evidence for stability over 52 years..Journal of Personality and Social Psychology,56,471-477.
21. Dweck, C. S.,Leggett E. L.(1988).A social-cognitive approach to motivation and personality.Psychological Review,95,256-273.
22. Dweck. C, S.(1986).Motivational processes affecting learning.American Psychology,41,1040-4048.
23. Eceles, J.,Wigfield, A.(1995).In the mind of the actor: The structure of adolescents` achievement task values and expectancy-related beliefs.Personality and Social Psychology Bulletiu,21,215-225.
24. Elliot E. S.,Dweck, C. S.(1988).Goals: An approach to motivation and achievement.Journal of Personality and Social Psychology,54,5-12.
25. Garner. R.,Alexander, P. A.(1989).Metacognition: Answered and unanswered questions.Educational Psychology,24,143-158.
26. Kitsantas, A.,Zimmerman. B. J.,Cleary, T.(2000).The role of observation and emulation in the development of athletic self regulation.Journal of Educational Psychology,92,811-817.
27. McKeachie, W. J.,Pintrich, P. R.,Lin, Y.(1985).Teaching learning strategies.Educational Psychologist,20,153-160.
28. Newman, R. S.(1990).Children`s help-seeking in the classroom; the role of motivational factors and attitudes.Journal of Educational Psychology,82,71-80.
29. Nicholls, J.(1984).Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.Psychological Review,91,328-346.
30. Novak, J. D.(1990).Concept mapping: a useful tool for science education.Journal of Research in Science Teaching,27,937-949.
31. Novak, J. D.(1991).Clarify with concept maps.The Science Teacher,58,45-49.
32. Novak, J. D.,Gowin, D. B,Jonasen, G. T.(1983).The use of concept mapping and knowledge Vee mapping with junior high school science students.Science Education,67,625-645.
33. Novak, J. D.,Musonda, D.(1991).A twelve-year longitudinal study of science concept learning.American Educational Research Journal,28,117-153.
34. Orlando, V.,Mullen. J.,R. Flippo,D. Caveerly (Eds.)(2000).Handbook of college reading and study strategy research.Mahwah, NJ:EHbaum.
35. Paris, S. G.,C. E. Weinstein,E. T. Coetz. (Eds)(1988).Learning and study strategies: Issues in assessment instruction and evaluation Education psychology.CA:Academic Press..
36. Paris, S.,Paris, A.(2001).Classroom applications of research on self regulated learning.Educational Psychology,36,89-101.
37. Peterson, C.,Barrett. L. C.(1987).Explanatory style and academic performance among University freshmen.Journal of Personality and Social Psychology,53(3),603-607.
38. Peterson. C.,Villanova, P.(1988).An expanded attributional style questionnaire.Journal of Abnormal Psychology,97,87-89.
39. Pintrich, P. R.,Schunk. D. H.(1996).Motivation in Education: Theory Research and Application.Prentice-Hall Inc..
40. Pintrich, P. R.,Smith, D. A.,McKcachie. W. J.(1985).A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).Mn:National center for Research to Improve Postsecondary Teaching and Learning. School of Education. The University Michigan.
41. Pintrich. P. R.,DeGroot, E. V.(1990).Motivational and self-regulated learning Components of classroom academic performance.Journal of Educational Psychology,82,33-40.
42. Pintrich. R. R.,Smith. D. A. F.,Garcia, T.,McKeachie. W. J.(1993).Reliability and Predictive validity of the motivated strategies for learning questionnaire (MSLQ).Education and Psychological Measurement,53,801-813.
43. Pressley. M.,Afflerbach, P.(1995).Verbal protocols of reading. The nature of construcetivelyresponsive reading.Hillsdale. NJ:EHbaum.
44. Ridley. D, S.,Schulz. R A.,Glans. R. S.,Weinstein. C. E.(1992).Self-regulated learning: The interactive influence of metacognitive awareness and goal-setting.Journal of Experimental Education,60,293-306.
45. Rotter. J. B.(1972).Application of a social learning theory of personality.New York:Holt, Rinehart & Winston.
46. Ruddell. R. B., Boyle. O. F.(1989).A study of cognitive mapping as a means to improve summarization and comprehension of expository text.Residing Research and Instruction,29,12-22.
47. Sansone. C.,Weir, C.,Hapster. L.,Morgan. C.(1992).Once a boring task always a boring task? Interest as a self-regulatory mechanism.Journal of Personality and Social Psychology,63,379-390.
48. Schunk , D. H.(1996).Self-Evaluation and Self-Regulated Learning.ERIC ED.
49. Schunk , D. H.(1997).Self-monitoring as a motivator during instruction with elementary school students.ERIC ED.
50. Schunk, D. H.(1989).Self efficacy and achievement behaviors.Educational Psychologist,1,173-207.
51. Schunk, D. H.(1984).The self Efficacy perspective on achievement behavior.Educational Psychologist,19,119-218.
52. Schunk, D. H.,B. J. Zimmerman (Eds.)(1994).Self-Regulation of Learning and Performance.Hillsdale. NJ:Lawrence EHbaum Associates.
53. Schunk, D. M.(1985).Self efficacy and classroom learning.Psychology in the schools,22,208-223.
54. Sehunk. D. M.(1982).Effects of effort attributional feedback on children`s perceived self-efficacy and achievement.Journal of Educational Psychology,74,548-556.
55. Seligman. M. E. P.(1990).Learned optimism.New york:Knopf.
56. Shrager, L.,Mayer. R. E.(1989).Note-taking fosters generative learning strategies in novices.Journal of Educational Psychology,81(2),263-264.
57. Station. T. F.、李鴻長譯(1985)。讀書方法。台北市:聯經出版公司。
58. Stewart. J.,Laudine, J.(1999).Skills from a metacognitive perspective.Guidunce & Counseling,11,16-19.
59. Taraban, R.,Rynearson. K.,Kerr, M. S.(2000).Metacognition and freshman academic performance.Journal of Developmental Education,24,12-18.
60. Turner. J.,Thorpe. P.,Mayer, D.(1998).Students` reports of motivation and negative affect: a theoretical and empirical analysis.Journal of Educational Psychology,90,758-771.
61. Watkins, D.(2000).Learning and teaching: a cross-cultural perspective.School Leadership & Management,20,161-173.
62. Weiner, B.(1980).Human motivation.New York:Holt. Rinehart & Winston.
63. Weinstein, C. E.,Mayer. R.,M. C. Wittrock (Eds.)(1986).Handbook of research on teaching.New York:Macmillan.
64. Weinstein.C. E.,Underwood V. L.,S. Segal.,S. Chipman.,R. Glaser (Eds.)(1985).Relating instruction to basic research.Hillsdale. NJ:Lawrence Ehbaum..
65. Wigfield, A.(1994).Expectancy-value theory of achievement motivation: a developmental perspective.Educational Psychology Review,6,49-78.
66. Wigfield, A.,Eccles, J.,Yoon, K. S.,Harold, R. D.,Arbreton, A. J. A.,Freedom-Doan. C.,Blumenfeld. P.C.(1997).Change in children`s competence beliefs and subjective task values across the elementary school year: A 3 year study.Journal of Educational Psychology,89,451-469.
67. Wigfield, A.,Eccles. J.(1992).The development of achievement task values: A theoretical analysis..Development Review,12,265-310.
68. Wilson, N. S.(1986).Preparing for examinations: a Classroom guidance unit.The School Counselor,297-305.
69. Winne. P. H.,Perry. N. E.,M. Boekaerts.,P. R. Pintrich (Eds.)(2000).Handbook of self-regulation.New York:Academic Press..
70. Wolter. C. A.(1998).Self-regulated learning and college students` regulation motivation.Journal of Educational Psychology,90,224-235.
71. Wu, Yi-Ju,Smith. D. E.(1997).Self esteem of Taiwanese children.Child Study Journal,27,1-19.
72. Wyatt, D.,Pressley, M.,EI-Dinary, P.,Stein, S.,Evans, P.,Brown, R.(1993).Comprehension strategies, worth and credibility monitoring, and evaluations: Cold and hot cognition when experts read professional articles that are important to them.Learning and Individual Differences,5,49-72.
73. Zimmerman, B. J.(1989).A social cognitive view of s self-regulated learning.Journal of Educational Psychology,81,329-339.
74. Zimmerman, B. J.(1986).Development of self-regulated learning: Which are die key subprocesses?.Coutemporary Educational Psychology,16,307-313.
75. Zimmerman, B. J.(1990).self-regulated learning and academic achievement: an overview.Educational Psychology,25,3-17.
76. Zimmerman, B. J.(1990).Self-regulating academic learning and achievement: the emergence of a social cognitive perspective.Educational Psychology Review,2,173-201.
77. Zimmerman, B. J.,Bandura. A.(1994).Impact of self-regulatory influences on writing course attainment.American Educational Research Journal,31,845-862.
78. Zimmerman, B. J.,D. H. Schunk (Eds.)(1989).Self-regulated learning and academic achievement: Theory research and practice.New York:Springer-Verlag.
79. Zimmerman, B. J.,Kitsantas, A.(1997).Developmental phases in self regulation: shifting from process goals to outcome goals.Journal of Applied Sport Psychology,89,29-36.
80. Zimmerman, B. J.,M. Boeknerts,P. R. Pintrieh (Eds.)(2000).Handbook of self-regulation.CA:Academic Press.
81. Zimmerman, B. J,Martinez-Pons. M.(1986).Development of a structured interview for assessing student use of self regulated learning strategies. phases in self regulation: shifting from process goals to outcome goals.American Education Research Journal,23,614-628.
82. Zimmerman. B. J.,Kitsantas. A.(1996).Self-regulated learning of a motorie skill: The role of goal setting and self-monitoring.Journal of Applied Sport Psychology,8,60-75.
83. 王慧婕(2000)。碩士論文(碩士論文)。國立彰化師大輔導與諮商學系。
84. 何貽焜(1972)。曾國藩評傳。台北市:正中書局。
85. 吳靜吉、程炳林(1992)。激勵的學習策略量表之修訂。測驗年刊，39，59-78。
86. 李詠吟、張德榮、陳慶福、林本喬、韓楷檉(1993)。國中生學習與讀書策略量表之修訂報告。測驗年刊，70，91-115。
87. 周立動(1996)。誰較有可能問問題？國小學童課業尋助相關因素研究。嘉義師範學院學報，10，261-295。
88. 洪寶蓮(1997)。碩士論文(碩士論文)。國立彰化師範大學輔導與諮商學系。
89. 洪蘭譯(1997)。樂觀學習，學習樂觀。台北市:遠流出版公司。
90. 張玉玲(2000)。碩士論文(碩士論文)。國立彰化師大輔導與諮商學系。
91. 張德榮、李詠吟、林本橋、洪寶蓮、賀孝銘(1993)。行政院國科會補助專案研究計劃行政院國科會補助專案研究計劃,未出版
92. 梁茂森(2000)。國中生學習自我效能量表之編製。國立高雄師範大學，教育學刊，17，155-192。
93. 郭生玉(1995)。國中學生成敗歸因型態和學業冒險取向、學業失敗容忍力關係之研究。教育心理學報，28，59-67。
94. 黃毓華、鄭英耀(1996)。一般比自我效能量表之修訂。測驗年刊，73，79-286。
95. 楊百川(2001)。碩士論文(碩士論文)。國立成功大學教育研究所。
96. 廖克玲譯著(1991)。社會學習論巨匠一班度拉。台北市:風雲論壇出版社。
97. 趙柏原(1999)。碩士論文(碩士論文)。國立彰化師大教育研究所。
98. 劉信雄(1992)。博士論文(博士論文)。國立政治大學教育研究所。
99. 劉焜輝、林清山主編(1998)。有效學習的方法。
100. 鄭芬蘭(1995)。博士論文(博士論文)。國立台灣師範大學教育心理與輔導研究所。
101. 鍾振華(1997)。碩士論文(碩士論文)。國立中興大學農業推廣教育研究所。

1. 丁毓珊(Yu-Shan Ting);葉玉珠(Yu-Chu Yeh)(2021)。國中生學習心向、學習自我效能與學習適應之關係：以自我調整學習為中介變項之路徑模式分析。教育研究與發展期刊。17(2)。83-117。