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Please use this identifier to cite or link to this item:
http://140.128.103.80:8080/handle/310901/23667
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| Title: | 高中生英文科課室心理支持、心理需求與自我調整學習之關係研究 |
| Other Titles: | The Relations among English Literature Classroom Psychological Support, Psychological Need, and Self-Regulated Learning of High School Students |
| Authors: | 廖秋美
LIAO, CHIU-MEI |
| Contributors: | 林啟超
教育研究所在職專班 |
| Keywords: | 自我調整學習;心理需求;課室心理支持
psychological need;classroom psychological support;self-regulated learning |
| Date: | 2013 |
| Issue Date: | 2014-02-17T03:45:03Z (UTC)
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| Abstract: | 高中生英文科課室心理支持、心理需求與自我調整學習之關係研究摘要 本研究旨在探討高中生英文科課室心理支持、心理需求與自我調整學習之關係研究。採用調查的方式，以臺中市八所公私立高級中學一、二年級學生為研究對象，共計679個有效樣本，並以「英文科課室心理支持量表」、「心理需求量表」及「自我調整學習量表」作為本研究之研究工具。施測所得資料以描述統計分析、賀德臨T 考驗、皮爾遜積差相關、多元迴歸分析與階層迴歸分析等統計方法考驗假設。本研究結果如下：一、高中生知覺英文科課室心理支持、心理需求與自我調整學習屬於中上程度。二、不同年級、性別的高中生在英文科課室心理支持、心理需求與自我調整學習上皆達顯著差異。三、高中生英文科知覺的課室心理支持、心理需求與自我調整學習各分量表間皆呈顯著正相關。四、「自主性支持」和「關聯感支持」可顯著預測「自主性」，「關聯感支持」可顯著預測「勝任感」，「自主性支持」則可顯著預測「關聯感」。五、「自主性」、「勝任感」與「關聯感」可顯著預測「認知監管」、「認知控制」與「動機/情感監管」，「勝任感」與「關聯感」可顯著預測「動機/情感控制」。六、「關聯感支持」可顯著預測「認知監管」，「自主性支持」和「關聯感支持」可顯著預測「認知控制」、「動機/情感監管」，「關聯感支持」則顯著預測「動機/情感控制」。七、心理需求可做為課室心理支持與自我調整學習之間的中介變項。最後，根據研究發現提出具體建議，以供教師教學及未來研究之參考。關鍵詞：課室心理支持、心理需求、自我調整學習
The Relations among English Literature Classroom Psychological Support, Psychological Need, and Self-Regulated Learning of High School StudentsAbstract The purpose of this study was to explore the relations among classroom psychological support, psychological need, and self-regulated learning to the students at high schools. The research was conducted by questionnaire survey. The samples of the research were the 10th and 11th graders of high schools in Taichung City, collected from 8 high schools, altogether 679 students. The instruments used in the study included Classroom Psychological Support Scale, Psychological Need Scale, and Self-regulated Learning Scale. Data was analyzed by using descriptive statistics, Hotelling’s T , Pearson’s product-moment correlation, multiple regression and hierarchical regression. The findings were:1. The level of high school students’ classroom psychological support, psychological need, and self-regulated learning was ranked as above average.2. There were significant differences on grade and sex for classroom psychological support, psychological need, and self-regulated learning. 3. There were positive and significant correlations among all dimensions of classroom psychological support, psychological need, and self-regulated learning. 4. Autonomy support and relational support could significantly predict autonomy. Relational support could significantly predict competence. Autonomy support could significantly predict relatedness. 5. Autonomy, competence, and relatedness could significantly predict cognitive monitoring, cognitive control, motivational and affective monitoring. Competence and relatedness could significantly predict motivational and affective control. 6. Relational support could significantly predict cognitive monitoring. Autonomy support and relational support could significantly predict cognitive control, motivational and affective monitoring. Relational support could significantly predict motivational and affective control. 7. Psychological need was the mediator between classroom psychological support and self-regulated learning.Keywords: classroom psychological support, psychological need, self-regulated learning |
| Appears in Collections: | [教育研究所碩士在職專班] 碩士論文
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| 101THU01331009-001.pdf | 814Kb | Adobe PDF | 435 | View/Open |
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