本研究以自我調整學習觀點切入，探討大學生的人格特質與逆境商數對於學習成效之影響。綜觀過去的研究，自我調整學習會影響學習成效，但人格特質對於學習成效之影響卻說法不一；其次逆境商數對於學習成效的影響之研究著墨甚少。因此本研究探討人格特質與逆境商數在自我調整學習與學習成效之間是否有干擾作用。本研究以台灣之大學生為研究對象並採取問卷調查法，共計回收有效樣本256份。分析方法則以探索性因素分析、差異分析、相關分析、及階層迴歸法來進行分析。研究結果顯示高年級的學生之自我調整學習能力比低年級的學生較佳，低年級的逆境商數之持續構面比高年級的學生較佳；學生的自我調整學習能力會正向影響學習成效，且傾向神經質特質的學生、逆境商數之控制構面的學生在其自我調整學習與學習成效之間具有干擾作用。

This research begins the self-regulated learning perspective, and investigates how the university student’s personality traits and adversity quotient relate to their learning performance. The recent studies showed that self-regulated learning would affect the learning performance. However, there are different opinions about the effect of the personality traits on the learning performance. In addition, the studies to investigate that the adversity quotient influences the learning performance are rare. Therefore, this study tries to investigate whether the personality traits and the adversity quotient have the moderating effect between the self-regulated learning and the learning performance. The research adopted the questionnaire survey to get the empirical data from the students of university of Taiwan, a total of 256 samples were effective, and analyzed the data by the exploratory factor analysis, the T-test, the analysis of variance, the Pearson correlation coefficient, and the hierarchical regression. The results showed that the high grade student is better than the low grade student in the self-regulated learning, but the low grade student is better than the high grade student in the Endurance construct of adversity quotient. Self-regulated learning has significantly positive effect on learning performance. The study also found that Neuroticism and Control construct of adversity quotient have the moderating effect between self-regulated learning and learning performance.

目錄
目錄	i
圖目錄	iii
表目錄	iv
第壹章	緒論	1
第一節	研究背景與動機	1
第二節	研究目的	3
第三節	研究流程	3
第貳章	文獻探討	5
第一節	自我調整學習及其研究現況	5
第二節	五大人格特質及其研究現況	8
第三節	逆境商數及其研究現況	11
第四節	自我調整學習對學習成效之影響	13
第五節	五大人格特質、自我調整學習與學習成效之間的關係	15
第六節	逆境商數、自我調整學習與學習成效之間的關係	17
第參章	研究方法	21
第一節	研究架構	21
第二節	研究假設	22
第三節	變數定義與衡量	23
第四節	研究對象及抽樣設計	26
第五節	資料分析法	26
第肆章	研究結果	31
第一節	問卷收回、探索性因素分析與信度分析	31
第二節	描述統計分析	41
第三節	各變數之差異分析	49
第四節	相關分析與階層迴歸分析	58
第伍章 討論	69
第一節 研究結果	69
第二節 管理意涵	70
第四節	研究限制與建議	73
參考文獻	75
附錄	86

圖目錄
圖 1 研究流程圖	4
圖 2 研究架構圖	21
圖 3 神經質特質對自我調整學習與學習成效的干擾作用圖	65
圖 4 控制構面對自我調整學習與學習成效的干擾作用圖	68

表目錄
表 1 自我調整學習之因素分析表	33
表 2 人格特質之因素分析表	36
表 3 逆境商數因素分析表	37
表 4 可信度高低與Cronbach’s α系數對對照表	40
表 5 信度分析表	40
表 6 基本統計分析表	42
表 7 自我調整學習之基本統計分析表	46
表 8 人格特質之基本統計分析表	47
表 9 逆境商數之基本統計分析表	48
表 10 各變數在不同性別之差異分析	51
表 11 各變數在不同學制之差異分析	52
表 12 各變數在學院之差異分析	55
表 13 各變數在學年之差異分析	56
表 14 各變數在入學方式之差異分析	57
表 15  Pearson相關係數分析表	60
表 16 自我調整學習對學習成效之迴歸分析	62
表 17 自我調整學習、人格特質、及學習成效之階層迴歸分析	64
表 18 自我調整學習、人格特質、及學習成效之階層迴歸分析	67

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