本研究旨在參照自我調節學習及解題後設認知理論內涵進行歸納分析，爾後搭配Likert評定量尺及解題經驗前導誘發設計，據之編製解題自我調節表現量表。採用目標與叢集取樣抽取嘉義縣市一年級學生共318人，施測後進行各項統計分析。結果發現，在項目分析方面，平均表現水準約77.7%，單題、分量表及全量表的內部相關與極端組t考驗結果良好。在效度分析方面，試探性及驗證性因素分析均發現量表的二因子結構（一般性及執行性自我調節表現），且單一向度性、因素萃取、抽取變異比及模式適配度均屬良好。在信度分析方面，α係數及組合信度亦屬良好。而對不同性別及數學學業成就學生之實測結果，發現二者均僅在一般性自我調節表現上具有真正差異。 The theme of this research is combined the content analysis of self-regulated learning and metacognition theory with the response eliciting design to develop the self-regulation inventory (SRI) of Likert’s rating scale on mathematical problem solving. The subjects are composed of 318 first graders coming from Chiayi by convenient and cluster sampling. All subjects receive the testing with SRI， then the data be analyzed statistically. In light of item analysis， there are 77.7% average level of performance， and well internal correlation and critical ratio no matter what in single item， sub-scale or whole scale. In light of validity analysis， two factors are found in the results of exploratory and confirmatory factor analysis (general and executive self-regulation)， there are well uni-dimentionality， variance proportions of factor extraction， model fit additionally. In light of reliability analysis， there are well α coefficient and composite reliability. Finally， the performances are different in general self-regulation significantly for individuals with different gender and mathematical achievements in school.
教育與心理研究, 31(4), 115-146 Journal of Education & Psychology