大學生成就目標取向與學習策略關係之研究－以台中市為例

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Title:	大學生成就目標取向與學習策略關係之研究－以台中市為例
Other Titles:	A Study on the Relations between Achievement Goal Orientation and Learning Strategy of University Students: An Example of Taichung City
Authors:	洪蕙英 HONG,HUEI-YING
Contributors:	林啟超 LIN, CH-CHAO 教育研究所
Keywords:	大學生;學習策略;成就目標 achievement goal;learning strategy;University students
Date:	2014
Issue Date:	2015-03-23T07:21:51Z (UTC)
Abstract:	大學生成就目標取向與學習策略關係之研究－以台中市為例摘要本研究旨在探討大學生成就目標取向與學習策略關係，並探討不同背景因素－性別、學校別、科系別、年級別在成就目標取向與學習策略上之差異情形及預測力。本研究採問卷調查法，以台中市綜合性大學與科技大學之一年級及四年級學生為母群體，採立意取樣法，抽樣綜合性大學及科技大學就讀不同科系之一年級與四年級學生，共計有效樣本數為419人。調查研究部分，以「大學生成就目標取向量表」及「學習策略量表」為研究工具。施測所得資料分析以描述性統計、賀德臨T2考驗、皮爾遜積差相關、階層迴歸進行各項研究假設之考驗。本研究主要發現如下一、大學生成就目標取向之現況以「自我趨向」得分最高，以「他人趨向」取向得分最低。二、大學生學習策略之使用現況以「認知策略」最多，「後設認知策略」使用率最低。三、性別、科系別、年級別等變項在「大學生成就目標取向」有顯著差異。科系別、年級別在「學習策略」有顯著差異。四、大學生成就目標取向與學習策略呈現中、低相關。五、不同背景變項與大學生成就目標取向可顯著預測整體學習策略。關鍵詞：成就目標、學習策略、大學生 A Study on the Relations between Achievement Goal Orientation and Learning Strategy of University Students :An Example of Taichung CityAbstract The main purpose of this study was to investigate the differences and relationships between students’ background (gender, kinds of school, major, and grade), achievement goal orientation, and learning strategy of university students. The samples of this study research was from the 1st, 4th grade of general university and un technology university in Taichung city, altogether 419 students. The instruments used in the study included Achievement Goal Scale and Learning Strategy Scale. The data was analyzed by using descriptive statistics, Hotelling T2, Pearson’s product-moment correlation and hierarchical regression analysis.The major findings were as follows:1. Students had the highest score on achievement of self approach, and the lowest score on the achievement goal score of other approach.2. Students had more better score on the cognition strategy, and the lowest score on the metacognitive strategy.3. Gender, major, and grade had significant effects on the achievement goal. Inaddition, major and grade had significant effects on Learning strategy. 4. Achievement goal were positively significant correlated with Learning strategy.5. Students’s background, and achievement goal could significantly predict three domains of Learning strategy.Keywords: achievement goal, learning strategy, University students
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