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系統識別號 U0002-0209201911184900
中文論文名稱 自律學習、學習價值與專題式學習表現之研究
英文論文名稱 A Study of Self-regulated Learning, Task Value and Project-Based Learning Performance
校院名稱 淡江大學
系所名稱(中) 教育科技學系碩士班
系所名稱(英) Department of Educational Technology
學年度 107
學期 2
出版年 108
研究生中文姓名 杜欣育
研究生英文姓名 Shin-Yu Du
學號 607730081
學位類別 碩士
語文別 中文
口試日期 2019-07-03
論文頁數 98頁
口試委員 指導教授-賴婷鈴
委員-岳修平
委員-張月霞
中文關鍵字 專題導向學習  自律學習  學習價值 
英文關鍵字 Project-Based Learning  Self-regulated Learning  Task value 
學科別分類 學科別社會科學教育學
中文摘要 本研究旨在瞭解學生在專題課程中自律學習與學習價值之現況,並探討性別、擔任角色等個人背景在自律學習和學習價值的差異情形及自律學習與學習價值之相關性。
本研究依據研究目改編Pintrich等人(1991)的動機學習策略量表、Eccles及 Wigfield (1995)的自我感知問卷,以新北市某私立大學教育相關科系99位學生為研究對象,透過線上問卷調查的方式進行研究,其研究結果發現:
(一)學生認為專題的完成是較不困難的,但對專題製作有較高考試焦慮,擔憂自己無法如期完成專題作品。
(二)女性學生的學習價值高於男性學生,但在專題上使用的認知策略低於男性學生。
(三)學生在小組擔任之角色會影響學生對專題的自律學習和學習價值。 (四)在專題課程中學生的自律學習與學習價值有正相關。
最後本研究期望將研究結果提供教師及相關研究者做為參考,並依據研究結論提供未來相關研究之建議。
英文摘要 The purpose of the study is to investigate students’ perception of self-regulation, task value and learning performance in an undergrad capstone course. The study also examines the relationship among the learning performance, self-regulated learning and task value. The data from 99 students were analyzed. The survey instruments were adapted from Pintrich et al.(1991) MSLQ and Eccles & Wigfield (1995) Self- and Task-Perception Questionnaire. The study results showed that students did not consider that capstone projects were difficult, however, they did have higher anxiety for the project and worried that they can’t complete the project in time. In terms of gender differences, it was found that female students had higher task value than male students, but their cognitive strategies used in the projects were lower than male students. Students’ self-regulated learning and task value were positively correlated, and their self-regulated learning and task value had an influence on their decision about group roles. Based on these study results, some suggestions were proposed for practical application and future research.
論文目次 目次
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 5
第三節 名詞釋義 6
第四節 研究範圍與研究限制 7
第二章 文獻探討 9
第一節 專題導向學習理論 9
第二節 創造性問題解決 17
第三節 自律學習理論 23
第四節 學習價值相關理論與研究 31
第三章 研究方法 41
第一節 研究架構 41
第二節 研究對象 42
第四節 研究工具 44
第五節 資料分析 56
第四章 研究結果與討論 59
第一節 學生的自律學習與學習價值現況 59
第二節 不同背景變項在學生自評表現之差異 68
第三節 不同背景變項在自律學習及學習價值之差異 70
第四節 學生自律學習與學習價值的相關性 74
第五節 學生自評表現與自律學習和學習價值的相關性 77
第六節 專題成績與自律學習和學習價值的相關性 79
第五章 結論與建議 81
第一節 結論 81
第二節 建議 83
參考文獻 85
附錄一 量表範例題 97


表次
表2-1專題導向學習定義整理 9
表2-2 專題導向學習的相關研究整理 13
表2-3創造性問題解決定義整理 17
表2-4 各學者創造性問題解決的歷程 19
表2-5 自律學習定義整理 25
表2-6自律學習的相關研究整理 29
表2-7 成就期望與學習價值定義整理 33
表2-8 學習價值的相關研究整理 37
表3-1 量表各面向題數及定義 44
表3-2 目標導向向度項目分析與因素分析結果摘要表 46
表3-3自我效能向度項目分析與因素分析結果摘要表 47
表3-4成就價值向度項目分析與因素分析結果摘要表 48
表3-5 內在價值向度項目分析與因素分析結果摘要表 49
表3-6效用價值向度項目分析與因素分析結果摘要表 50
表3-7 代價向度項目分析與因素分析結果摘要表 50
表3-8 認知策略使用向度項目分析與因素分析結果摘要表 51
表3-9自我規範向度項目分析與因素分析結果摘要表 52
表3-10 預期任務難度向度項目分析與因素分析結果摘要表 54
表3-11 考試焦慮向度項目分析與因素分析結果摘要表 54
表4-1調查樣本基本資料分析表 59
表4-2 大學生專題課程自律學習與學習價值量表之各向度描述性統計 61
表4-3 目標導向向度各題項之描述性統計 61
表4-4 自我效能向度各題項之描述性統計 62
表4-5 成就價值向度各題項之描述性統計 62
表4-6內在價值向度各題項之描述性統計 63
表4-7 效用價值向度各題項之描述性統計 63
表4-8 代價向度各題項之描述性統計 64
表4-9 認知策略使用向度各題項之描述性統計 64
表4-10 自我規範向度各題項之描述性統計 65
表4-11 預期任務難度向度各題項之描述性統計 66
表4-12考試焦慮向度各題項之描述性統計 66
表4-13不同性別在學生自評表現的獨立樣本T考驗分析摘要表 68
表4-14不同角色在學生自評表現的獨立樣本T考驗分析摘要表 69
表4-15不同性別學生自律學習及學習價值獨立樣本T考驗分析摘要表 70
表4-16不同角色學生自律學習及學習價值獨立樣本T考驗分析摘要表 72
表4-17 學生自律學習與學習價值相關係數摘要表 74
表4-18 學生自評表現與自律學習相關係數摘要表 77
表4-19 學生自評表現與學習價值相關係數摘要表 78
表4-20學生專題成績與自律學習相關係數摘要表 79
表4-19 學生專題成績與學習價值相關係數摘要表 79

圖次
圖2-1理論模型與探索模型的量表概述 27
圖2-2成功預期-價值模式 33
圖3-1 研究架構圖 42
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