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E96029
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大學生學科為主的知識與學習信念、自我調整學習之關係研究
Discipline-focused Beliefs about Knowledge and Learning, and Self-regulated Learning of College Students
1.陳品華
1.Pin-hwa Chen
1.國立屏東教育大學教育心理與輔導學系
1.Department of Educational Psychology and Counseling, National Pingtung University of Education
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1.國立屏東教育大學教育心理與輔導學系
1.Department of Educational Psychology and Counseling, National Pingtung University of Education
002
1.行政院國家科學委員會
1.National Science Council
A.14 計畫執行期間(起):2007-08-01
A.14 計畫執行期間(訖):2008-07-31
2008-05-012008-06-30
A.16 收到日期:2008-11-14
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修習普通心裡學科目的大學校院非心理學相關學系學生

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673


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C.2 聯絡日期:2008-11-17
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1.國立屏東教育大學教育心理與輔導學系
1.Department of Educational Psychology and Counseling, National Pingtung University of Education
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C.7 資料公開日期:2011-08-01
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1.大學生
2.自我調整學習
3.知識信念
4.學習信念
1.Beliefs about Knowledge
2.Beliefs about Learning
3.Self-Regulated Learning
 本研究的目的在了解大學生對特定學科所抱持的知識與學習信念,並探討不同個人特性的大學生在學科為主的知識與學習信念是否有所不同,以及學科為主的知識 與學習信念和學科自我調整學習之間的關係。本研究採問卷調查法,以「心理學知識信念與自我調整學習問卷」,抽樣施測於8 所公私立大學校院中的17 個普通心理學班級,有效樣本為673人。結果發現:1.大學生對於心理學的知識信念,傾向於不相信知識是確定的、相信知識是複雜的、知識需透過自行建構、 識知需要加以辯證;對於心理學的學習信念,傾向於相信能力非天生無法快速習得。2.不同性別的學生在知識信念各向度上無差異,但在學習信念上有別;不同大 學經驗的學生在確定知識和知識建構上有別,但在其他知識信念向度以及學習信念上無異;不同主修領域的學生在確定知識上別,但在其他知識信念向度以及學習信 念上無異。3.確定知識、複雜知識、識知辯證、學習信念可正向預測學習動機;在控制學習動機對學習策略的影響下,確定知識、建構知識和識知辯證可正向預測 學習策略。

 The purpose of this study was to investigate college students’ discipline-focused beliefs about knowledge and learning as well as their relationships with self-regulated learning. A valid sample totaled 673 was derived from surveying seventeen Psychology classes among eight universities. The results showed that: (1) in terms of beliefs about knowledge, college students tend to believe the knowledge of Psychology is uncertain, complex, and need to be constructed and justified; and in terms of beliefs about learning, college students tend to disbelieve the learning of Psychology depends on innate ability or quick learning; (2) there are relationships between students’ background variables (sex, college experience, major field) and discipline-focused beliefs about knowledge and learning; (3) certainty of knowledge, complexity of knowledge, justification for knowing, and beliefs about learning could predict learning motivation positively; meanwhile, after controlling learning motivation, certainty of knowledge, construction of knowledge, and justification for knowing could predict learning strategies positively.

D.16 完成檢誤日期:2010-12-03
D.17 預定釋出日期:2011-08-01
D.18 初次釋出日期:2011-08-01
D.19_1 最新版釋出日期:2011-08-01
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10.6141/TW-SRDA-E96029-1
http://efenci.srda.sinica.edu.tw/webview/index.jsp?object=http://efenci.srda.sinica.edu.tw:80/obj/fStudy/E96029
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