大學生自我調整學習、學習情緒及多工對於學習成效之探討

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陳以如(I-Ju Chen) 查詢紙本館藏

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論文名稱

大學生自我調整學習、學習情緒及多工對於學習成效之探討
(An investigation of college students′ self-regulated learning, learning emotion and multitasking on learning outcomes)

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摘要(中)

在大學生的自由學習環環境中，學生具備自我學習能力變得很重要，而近年來，因資訊科技快速發展，可攜式裝置非常普及，特別是在大學生年輕的一代中，攜帶行動裝置於課堂上使用已成普及，故了解學生使用情形，是教學上重要的議題。因此，本研究探討大學生使用自我調整學習策略的程度、多工情形與學習成效相關的情況及學習情緒的調節效果。
本研究採用問卷調查法，以國立中央大學大學部的學生為調查對象，進行便利抽樣並收回463份問卷。本研究經過資料分析後，所得的結果如下:
1. 學生的自我調整學習策略會正向顯著影響學習成效
2. 學生在課堂上與學習不相關的多工會負向顯著影響學習成效
3. 學生在課堂外與學習相關的多工會正向顯著影響學習成效
根據上述結果，本研究建議未來教師進行課堂教學時，以較生動的方式提高學生對於學習的正向學習情緒。課堂上學生進行多工行為，教師應明訂規則，禁止學生進行與學習不相關的多工；而在課堂外，教師可以提供與課堂相關的補充教材，讓學生於課堂外進行查看與搜尋，進而提升學生的學習成效。
關

摘要(英)

In the free learning environment of college student, it becomes important for students to have self-learning skills. Recently, due to the rapid development of information technology, portable devices are very popular, especially in the young generation of college students, the use of mobile devices in classrooms has become popular. Therefore, understanding student use is an important issue in teaching. Therefore, this study explored the degree of college students′ use of self-regulated learning strategies, the situation of multitasking, learning outcomes and the effect of learning emotion adjustment.
This study used questionnaire survey method. Valid data collected from 463 college students of National Central University. Several findings of this study include:
1. Students′ self-regulated learning strategies can significantly affect learning outcomes.
2. Students′ multitasking unrelated to learning in the classroom have a negative significant impact on learning outcomes.
3. Students′ multitasking related to learning out of the classroom have a positive significant impact on learning outcomes.
According to the results, Students′ multitasking behavior in the classroom, teachers should make rules that prohibit students from doing multitasking that is not related to learning. Teachers can provide supplementary materials that are relevant to the classroom, allowing students to view and search outside the classroom to improve student learning outcomes.

關鍵字(中)

★ 自我調整學習
★ 正向學習情緒
★ 多工
★ 學習成效

關鍵字(英)

★ Self-regulated learning
★ Positive learning emotion
★ Multitasking
★ Learning outcome

論文目次

目錄
謝辭 . .. . i
摘要 .. .. .. .. ii
Abstract .. .. .. . iii
目錄 .. .. .. . iv
圖目錄 .. .. .. vi
表目錄 .. .. .. .. vii
一、緒論 .. .. .. . 1
1-1 研究背景與動機 .. .. . 1
1-2 研究目的 .. .. .. .. 2
1-3 研究程序 .. .. .. .. 2
1-4 論文內容 .. .. .. .. 3
二、文獻探討 .. .. .. .. 4
2-1 自我調整學習策略 (Self-Regulated Learning Strategy) 4
2-1-1 自我調整學習策略架構 .. .. .. 5
2-2 學習情緒 .. .. .. .. 9
2-3 多工 .. .. .. .. 10
2-4 學習成效 .. .. .. 11
2-5 自我調整學習策略、情緒及成效的關係 .. .. 12
2-6 多工與學習成效 .. .. .. 13
三、研究方法 .. .. .. .. 14
3-1 研究模型 .. .. .. 14
3-2 研究假說推論 .. .. 15
3-3 研究設計與對象 .. .. 16
3-4 研究工具 .. .. .. 16
3-4-1 自我調整學習策略量表 .. .. 16
3-4-2 正向學習情緒量表 .. .. .. 17
3-4-3 多工量表 .. .. 17
3-4-4 學習成效 .. .. 19
3-5 資料分析方法 .. .. 19
四、資料分析與討論 .. .. .. 20
4-1 問卷之信效度分析 .. .. . 20
4-1-1 自我調整學習策略量表 .. .. 21
4-1-2 正向學習情緒量表 .. .. .. 24
4-2 敘述性統計分析 .. .. .. 25
4-2-1 自我調整學習策略與正向情緒 .. 27
4-2-2 多工 .. .. .. 28
4-3 相關分析 .. .. .. 33
4-4 研究假說檢定 .. .. 35
4-5 研究結果與討論 .. .. .. 39
4-5-1 自我調整學習策略、正向情緒對成效之影響 39
4-5-2 課堂上與外的多工 (學習相關、不)對學習成效之影響 .. .. .. .. 39
4-5-3 研究結果小.. .. . 40
五、研究結論與建議 .. .. .. .. 41
5-1 研究結論 .. .. .. 41
5-2 研究貢獻與實務意涵 .. .. 42
5-3 研究限制與未來方向之建議 .. 43
5-3-1 研究限制 .. .. 43
5-3-2 未來研究方向之建議 .. .. . 43
六、參考文獻 .. .. .. 44
英文文獻 .. .. .. .. 44
中文文獻 .. .. .. .. 49
附錄研究問卷 .. 50

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指導教授

周惠文(Huey-Wen Chou)

審核日期

2018-6-5

推文