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    政大機構典藏 > 教育學院 > 教育學系 > 學位論文 >  Item 140.119/76254
    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/76254


    Title: 大學生目的感取向、 學生學習投入、自我調整學習的關係
    The Sense of Purpose, Student Engagement and Self-Regulated Learning among College Students.
    Authors: 巫幼芸
    Contributors: 詹志禹
    巫幼芸
    Keywords: 目的感
    學習投入
    自我調整學習
    the sense of purpose
    student engagement
    self-regulated learning
    Date: 2014
    Issue Date: 2015-07-01 15:02:05 (UTC+8)
    Abstract: 本研究旨在探討大學生目的感、學生學習投入與自我調整學習之間的差異與相關。首先,以性別、年級、就讀學校性質及學校區域等因素瞭解現今大學生的目的感現況,並探討不同目的感之大學生,其在學習投入與自我調整學習之間的差異情況,最後,分析目的感層面、學生學習投入與自我調整學習三者之間的關係。
    研究對象為臺灣北、中、南、東四個地區449位大學生,研究工具包含「大學生目的感量表」、「學生學習投入量表」及「自我調整學習」三部分,並以描述性統計、單因子變異數分析(ANOVA)、多變量變異數分析(MANOVA)及路徑分析(Path analysis)等研究方法進行統計分析。
    主要研究結果如下:
    1. 臺灣大學生之目的感以「疏離者」居多,而「有目的感者」次之,「三分鐘熱度者」最少。
    2. 大學生目的感中,具有「宗教信仰」、「常參與宗教信仰的活動」、「家庭管教態度為開明權威」或「常參加社團活動」的學生具有較強烈的目的感。
    3. 在大學生的學習投入程度中,以「有目的感者」表現做好,「疏離者」表現最差。不同目的感取向的大學生,在學習投入方面也有所不同;在「學習投入」總量表、「合作共學」分量表及「反思與整合學習」分量表中,「三分鐘熱度者」及「空有夢想者」表現較「疏離者」好。另外,在「自我學習策略」分量表之中,也呈現「三分鐘熱度者」表現較「疏離者」佳。
    4. 大學生之自我調整學習狀況,以「有目的感者」表現最好,「疏離者」表現最差。此外,不同目的感取向的大學生,在自我調整學習方面也有所不同。在「自我調整學習」總量表、「努力堅持策略」分量表及「環境建構策略」分量表中,「三分鐘熱度者」的表現較「疏離者」良好;而在「自我調整學習」總量表、「努力堅持策略」分量表、「表現目標導向策略」分量表及「時間管理策略」分量表中,「空有夢想者」的表現較「疏離者」良好。
    5. 學校環境越支持程度越高者,其學生就越具有明確的目的感。而目的感越高的學生,也會更投入於學習之中。此外,學生參與同儕合作程度越高者,監控自我的學習歷程的意願也就越高。

    最後,本研究將針對上述研究結果進行討論,並提出具體之建議,以做為目前實務工作及未來研究之參考。
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    Description: 碩士
    國立政治大學
    教育研究所
    101152013
    103
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G1011520131
    Data Type: thesis
    Appears in Collections:[教育學系] 學位論文

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