國中生在公民與社會科的目標導向、自我調整學習與學業成就關係之研究 = A study on the goal orientation, self-regulated learning and academic achievement of Civic and Social Education for junior high school students

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國中生在公民與社會科的目標導向、自我調整學習與學業成就關係之研究 = A study on the goal orientation, self-regulated learning and academic achievement of Civic and Social Education for junior high school students
著者: 陳敏銓
國立臺南大學教育學系課程與教學博士班
主題: 公民與社會目標導向自我調整學習學業成就結構方程式; civic and social education goal orientation self-regulated learning academic achievement SEM
描述: 本研究旨在探討國中學生在公民與社會科的目標導向、自我調整學習和學業成就的關係。本研究採用問卷調查法進行，研究者參酌國內外關於目標導向及自我調整學習的相關論述與研究，形成研究架構後編擬「目標導向量表」及「自我調整學習量表」：預試階段以臺南市國中學生為研究對象，正式問卷則以我國全體國中生為研究對象，以多段式的抽樣方法進行，之後透過驗證性因素分析、描述統計、變異數分析等進行統計分析。研究發現結果摘要如下：一、國中學生在公民與社會科的目標導向皆屬於中上程度，且具多重目標導向，其中以「自我逃避」最高，且個人內在的目標導向比人際間的目標導向重要。二、國中學生在公民與社會科的自我調整學習屬於中上程度，其中以「動機/情感」層面最重要。三、性別、年級、家庭類型、平均每天念書時間、每週複習公民與社會科時間等不同背景變項在公民與社會科的目標導向具有顯著差異。四、性別、年級、家庭類型、平均每天念書時間、每週複習公民與社會科時間等不同背景變項在公民與社會科的自我調整學習具有顯著差異。五、國中學生的目標導向對公民與社會科的學業成就上具顯著正向影響。六、國中學生的目標導向對公民與社會科的自我調整學習上具顯著正向影響。七、國中學生的自我調整學習對公民與社會科的學業成就具顯著正向影響。八、自我調整學習在目標導向和學業成就之間具有中介效果。九、目標導向對自我調整學習的影響中，「趨向」目標比「逃避」目標重要。十、國中學生背景變項在目標導向對自我調整學習不具有調節效果。十一、國中學生背景變項在目標導向對學業成就的正向調節效果為「年級」。
This study aims to explore the relationship between goal orientation, self-regulated learning, and academic achievement of junior high school students in civic and social education. This study adopted questionnaires. Referencing previous relevant discussions and theory on goal orientation and self-regulated learning, both within the country and abroad, the writer formed the research framework and formulated the “goal orientation scale” and “self-regulated learning scale”. In the pilot study, participants included junior high school students in Tainan City while the study participants in the actual study were all junior high school students in Taiwan. The research findings are summarized as follows: 1. Junior high school students scored above average in terms of goal orientation in civic and social education and showed multiple goals orientation, among which “self-avoidance goal” scored the highest. Intrapersonal goal orientation was deemed more important than interpersonal goal orientation. 2. Junior high school students scored above average in terms of self-regulated learning in civic and social education, among which the aspect of “motivation/affection” was considered the most important. 3. Different demographic variables, including gender, age, household type, average time spent studying daily, and the time spent on reviewing materials for civic and social education weekly resulted in a significant difference in goal orientation on civic and social education. 4. Different demographic variables, including gender, age, household type, average time spent studying daily, and the time spent on reviewing materials for civic and social education weekly resulted in a significant difference in self-regulated learning on civic and social education. 5. Junior high students’ goal orientation has a positive impact on academic achievement in civic and social education...
出版者: 博士論文--國立臺南大學教育學系課程與教學碩博士班. 108學年度
建立日期: 民109[2020]
格式: x, 222頁 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

國中生在公民與社會科的目標導向、自我調整學習與學業成就關係之研究 = A study on the goal orientation, self-regulated learning and academic achievement of Civic and Social Education for junior high school students

陳敏銓國立臺南大學教育學系課程與教學博士班民109[2020]

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國中生在公民與社會科的目標導向、自我調整學習與學業成就關係之研究 = A study on the goal orientation, self-regulated learning and academic achievement of Civic and Social Education for junior high school students

陳敏銓 國立臺南大學 教育學系課程與教學博士班 民109[2020]

正在檢索遠程資料庫，請稍等

陳敏銓國立臺南大學教育學系課程與教學博士班民109[2020]