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    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/127308


    Title: 新住民學生人際網絡、自主學習策略與學習表現關係之探究
    A Study on the Relationship Among Interpersonal Network, Self-Regulation Learning Strategies and Learning Performance of New Immigrant Students
    Authors: 黃儒傑
    張鈿富
    Contributors: 教育與心理研究
    Keywords: 人際網絡、自主學習策略、新住民學生、學習表現
    Date: 2018-09
    Issue Date: 2019-11-13 16:14:30 (UTC+8)
    Abstract: 新住民學生的學習一直是國內學界關注的重點,各種角度的探討提供了許多解釋現象的依據,然而,透過大型資料系統性地分析仍較缺乏。本研究以臺灣學生學習成就評量資料庫之資料分析,了解八年級新住民學生與非新住民者在人際網絡、自主學習策略與學習表現的差異,並探討人際網絡、自主學習策略與學習表現的關係。由資料庫採分層叢集取樣抽取學校,再採簡單隨機抽取學生個人之二階段隨機取樣方式,進行全國性樣本施測。本研究從中篩選出新住民學生問卷610份及非新住民學生問卷7,744份。經由探索性因素分析形成各變項的因素結構,再進行多變量變異數分析與結構方程模式分析。研究發現:首先,新住民學生在訊息處理策略、認知調整策略與連結策略層面,呈現較低的自主學習策略。其次,新住民學生在家人關係與同儕關係層面,具有較弱的人際網絡。第三,新住民學生在個人學習表現與小組學習表現層面,顯現較低的學習表現。最後,新住民學生的人際網絡與自主學習策略,對學習表現具有重要影響,且人際網絡亦會經由自主學習策略,間接影響學習表現。本研究的發現可提供相關教育單位做為改善新住民學生學習之參考。
    This study investigated the difference of interpersonal network, self-regulation learning strategies, and learning performance between new immigrant and nonimmigrant students in junior high schools as well as the relationship among the three variables by using the data from the database of Taiwan Assessment of Student Achievement. This study sampled 610 questionnaires from new immigrant students that 7,744 questionnaires from nonimmigrant students. The structure of factors for each variable was determined through factor analysis, and multivariate analysis of variance and structural equation modeling were subsequently conducted. This study found that new immigrant students, compared with nonimmigrant students, had inferior information processing, cognitive regulation, and connection strategies in terms of self-regulation learning strategies, weaker family relations and peer relationships regarding their interpersonal network, and lower individual and group learning performance. Moreover, new immigrant students’ interpersonal network and self-regulation learning strategies both had critical influence on learning performance, and interpersonal network had an indirect effect on learning performance through self-regulation learning strategies. The findings can serve as a reference for the authorities to improve related strategies to increase the learning effect for the specific student group.
    Relation: 教育與心理研究, 41(3), 1-28
    Data Type: article
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

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