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;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.
