本研究從社會認知理論觀點探討高等教育學生在行動科技輔助學習下，個人因素與環境因素對學生自我調整學習策略以及自我調整學習策略對學習成效的影響，個人因素部分包含了「目標導向」、「自我效能」與「學習風格」，而環境因素部分則以「認知負荷」與「班級氣氛」進行探討。 此外，本研究亦進一步探討，在輔以行動學習下與傳統式學習在影響路徑上的差異，藉以了解行動科技輔助學習的效果。 本研究對象為交通大學修習管理學課程之學生，採用實驗設計之「靜態組比較設計」，輔以行動科技學習為實驗組有64人，而傳統式學習則為控制組176人。並透過SPSS21與AMOS21進行個人資料與信效度分析，並利用路徑分析（Path Analysis）及多群組分析(Multiple-Group Analysis)分析本研究之路徑因果關係以及兩組間的路徑差異。 本研究發現兩組在路徑上有不同顯著結果，說明如下： (一) 在四種目標導向中，實驗組學生只有「趨向精熟」會正向影響「自我調整學習策略」；控制組學生則是在「趨向表現」、「逃避表現」、「逃避精熟」會正向影響「自我調整學習策略」。 (二) 兩組學生之「自我效能」與「內在認知負荷」皆正向影響「自我調整學習策略」。 (三) 控制組之「班級氣氛」會正向影響「自我調整學習策略」；實驗組則無顯著。 (四) 兩組學生之「自我調整學習策略」皆正向影響「學習成績」與「學習滿意度」。 (五) 兩組學生在「逃避精熟」到「自我調整學習策略」、「趨向精熟」到「自我調整學習策略」、「班級氣氛」到「自我調整學習策略」以及「自我調整學習策略」到「學習滿意度」四條路徑上有顯著差異。 ;This research will attempt to determine whether personal factors and environmental factors will influence higher education students’ self-regulated learning (SRL) strategy and learning outcomes in a blended learning environment according to social cognitive theory view. The personal factors will include goal orientation, self-efficacy, and learning style; the environmental factors will include cognitive load and classroom climate. Furthermore, the research will compare the path differences between blended learning and traditional learning to investigate the effects of mobile learning. The subjects are the management class’s students in the National Chiao Tung University. The research adopted the static group comparison of experimental design. The control group has 176 students, and an experimental group has 64 students. The Path Analysis was conducted to analyze the data and investigate the causalities among all parameters constructed in the research. In addition the multiple-group analysis was conducted to explore the difference of the two groups. The results of the study were summarized as follows: i. In terms of goal orientation, the mastery-approach positive effect on SRL strategy in the experimental group; the mastery-avoidance, performance-approach, and performance-avoidance positive effect on SRL strategy in the control group. ii. Self-efficacy and intrinsic cognitive load positive effect on SRL strategy in both groups. iii. Classroom climate positive effect on SRL strategy only in control group. iv. SRL strategy positive effect on achievement and learning satisfaction in both group. v. The path of mastery-approach→SRL strategy, mastery-avoidance→SRL strategy, Classroom climate→SRL strategy, SRL strategy→learning satisfaction have significantly differences in two groups.
